scholarly journals Pediatric Sleep Apnea: The Overnight Electroencephalogram as a Phenotypic Biomarker

2021 ◽  
Vol 15 ◽  
Author(s):  
Gonzalo C. Gutiérrez-Tobal ◽  
Javier Gomez-Pilar ◽  
Leila Kheirandish-Gozal ◽  
Adrián Martín-Montero ◽  
Jesús Poza ◽  
...  
Keyword(s):  
Sleep Apnea ◽  
Phonological Processing ◽  
Sleep Eeg ◽  
Vocabulary Test ◽  
Expressive Vocabulary ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Eeg Activity ◽  
Frequency Bands ◽  
Arousal Index

Pediatric obstructive sleep apnea (OSA) is a prevalent disorder that disrupts sleep and is associated with neurocognitive and behavioral negative consequences, potentially hampering the development of children for years. However, its relationships with sleep electroencephalogram (EEG) have been scarcely investigated. Here, our main objective was to characterize the overnight EEG of OSA-affected children and its putative relationships with polysomnographic measures and cognitive functions. A two-step analysis involving 294 children (176 controls, 57% males, age range: 5–9 years) was conducted for this purpose. First, the activity and irregularity of overnight EEG spectrum were characterized in the typical frequency bands by means of relative spectral power and spectral entropy, respectively: δ1 (0.1–2 Hz), δ2 (2–4 Hz), θ (4–8 Hz), α (8–13 Hz), σ (10–16 Hz), β1 (13–19 Hz), β2 (19–30 Hz), and γ (30–70 Hz). Then, a correlation network analysis was conducted to evaluate relationships between them, six polysomnography variables (apnea–hypopnea index, respiratory arousal index, spontaneous arousal index, overnight minimum blood oxygen saturation, wake time after sleep onset, and sleep efficiency), and six cognitive scores (differential ability scales, Peabody picture vocabulary test, expressive vocabulary test, design copying, phonological processing, and tower test). We found that as the severity of the disease increases, OSA broadly affects sleep EEG to the point that the information from the different frequency bands becomes more similar, regardless of activity or irregularity. EEG activity and irregularity information from the most severely affected children were significantly associated with polysomnographic variables, which were coherent with both micro and macro sleep disruptions. We hypothesize that the EEG changes caused by OSA could be related to the occurrence of respiratory-related arousals, as well as thalamic inhibition in the slow oscillation generation due to increases in arousal levels aimed at recovery from respiratory events. Furthermore, relationships between sleep EEG and cognitive scores emerged regarding language, visual–spatial processing, and executive function with pronounced associations found with EEG irregularity in δ1 (Peabody picture vocabulary test and expressive vocabulary test maximum absolute correlations 0.61 and 0.54) and β2 (phonological processing, 0.74; design copying, 0.65; and Tow 0.52). Our results show that overnight EEG informs both sleep alterations and cognitive effects of pediatric OSA. Moreover, EEG irregularity provides new information that complements and expands the classic EEG activity analysis. These findings lay the foundation for the use of sleep EEG to assess cognitive changes in pediatric OSA.

scholarly journals Avaliação do vocabulário em crianças brasileiras: revisão sistemática de estudos com três instrumentos

CoDAS ◽  
2020 ◽  
Vol 32 (3) ◽  
Author(s):  
Juliana Carbonieri ◽  
Patrícia Silva Lúcio
Keyword(s):  
A Priori ◽  
Vocabulary Test ◽  
A Posteriori ◽  
Expressive Vocabulary ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

RESUMO Objetivo: investigar, por meio de revisão sistemática, como três instrumentos de avaliação do vocabulário infantil (Teste de Linguagem Infantil ABFW, Expressive Vocabulary Test - EVT - e Peabody Picture Vocabulary Test - PPVT) têm sido utilizados nas pesquisas brasileiras, verificando seus propósitos de usos e os principais resultados encontrados. Estratégia de pesquisa: a revisão foi organizada em dois estudos. O Estudo 1 referiu-se ao procedimento de busca a priori, e o Estudo 2, ao procedimento de busca a posteriori. Foram consultadas três bases de dados nacionais (CAPES, SciELO e PePSIC). Critérios de seleção: para o Estudo 1, foram selecionados artigos empíricos contendo resultados de pesquisas em um dos testes de interesse, em amostra de crianças com desenvolvimento típico em idade escolar (7-10 anos). Para o Estudo 2, foi ampliada a busca para crianças em idade pré-escolar e com algum tipo de transtorno do desenvolvimento. Análise dos dados: os artigos selecionados foram lidos na íntegra e sintetizados em uma tabela contendo objetivo do estudo, faixa etária da amostra, instrumento, delineamento, principais resultados e periódico de publicação. Resultados: foram encontrados 24 estudos, a maioria na área da Fonoaudiologia. Os resultados indicam predominância de pesquisas transversais e observacionais, que buscaram traçar perfil cognitivo de crianças com algum transtorno do desenvolvimento, utilizando ou não grupos de controle. Nenhuma pesquisa tratou da investigação psicométrica dos instrumentos. Conclusão: mostra-se necessária a condução de pesquisas no Brasil que enfoquem na investigação psicométrica de instrumentos de avaliação do vocabulário em crianças pré-escolares e em idade escolar.

Facilitation of Verb Recognition by MR Subjects through Syntactic Cuing

1981 ◽  
Vol 12 (1) ◽  
pp. 39-43
Author(s):  
Kandace A. Penner ◽  
Betsy Partin Vinson
Keyword(s):  
Mentally Retarded ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Word Comprehension ◽  
Peabody Picture Vocabulary Test ◽  
Syntactic Form ◽  
Standard Version

It has been our experience in using the Peabody Picture Vocabulary Test that an inordinate number of verbs are missed by mentally retarded individuals. This study attempts to determine whether verb errors were due to a lack of word comprehension or a failure to understand what was being requested by the morphological-syntactic form of the stimulus. Twenty-eight subjects residing in a state facility for the mentally retarded were given a standard version and a modified version of the PPVT. On the modified version of the test, the stimulus "verbing" was altered to incorporate a syntactic helper, forming the stimulus "somebody verbing." As a result, there was a mean reduction of verb error by almost 50%.

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

Relationship of Scores on PPVT—R and WISC—R with Special Education Children and Youth

1986 ◽  
Vol 62 (2) ◽  
pp. 417-418 ◽  
Author(s):  
Ann C. Candler ◽  
Cleborne D. Maddux ◽  
Dee La Mont Johnson
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Children And Youth ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Relationship Of

Comparisons of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC—R scaled scores (i.e., Coding) and PPVT—R standard scores, and between WISC—R IQs and PPVT—R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT—R standard scores. The PPVT—R standard scores underestimated WISC—R Verbal IQs by 7 points, WISC—R Performance IQs by 17 points, and WISC—R Full Scale IQs by 11 points.

Relationship of Peabody Picture Vocabulary Test and Wechsler Intelligence Scale for Children in an Educable Retarded Group: A Cautionary Note

1971 ◽  
Vol 28 (2) ◽  
pp. 405-406 ◽  
Author(s):  
Richard A. Pasewark ◽  
Bernard J. Fitzgerald ◽  
Ted Gloeckler
Keyword(s):  
Full Scale ◽  
Vocabulary Test ◽  
Cautionary Note ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Cautious Approach ◽  
Group A ◽  
Relationship Of ◽  
Verbal Performance

To determine the equivalence and relationship of Peabody and WISC scores in a retarded population, 49 students in a class for the educable retarded were tested. The Peabody IQ consistently over-estimated WISC Verbal, Performance, and Full Scale IQs. Intercorrelations between IQs from the two tests were disappointingly low. A more cautious approach to use of the Peabody as a “substitute” measure for the WISC is suggested.

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