No Evidence of Robust Noun-Referent Associations in German-Learning 6- to 14-Month-Olds

Work with the looking-while-listening (LWL-) paradigm suggested that 6-month-old English-learning infants associated several labels for common nouns with pictures of their referents: While one distractor picture was present, infants systematically fixated the named target picture. However, recent work revealed constraints of infants' noun comprehension. The age at which these abilities can be obtained appears to relate to the infants' familiarity with the talker, the target language, and word frequency differences in target-distractor pairs. Here, we present further data to this newly established field of research. We tested 42 monolingual German-learning infants aged 6–14 months by means of the LWL-paradigm. Infants saw two pictures side-by-side on a screen, whilst an unfamiliar male talker named one of both. Overall, infants did not fixate the target picture more than the distractor picture. In line with previous results, infants' performance on the task was higher when target and distractor differed within their word frequency—as operationalized by the parental rating of word exposure. Together, our results add further evidence for constraints on early word learning. They point to cross-linguistic differences in early word learning and strengthen the view that infants might use extra-linguistic cues within the stimulus pairing, such as frequency imbalance, to disambiguate between two potential referents.

Failure to show robust noun-referent associations in German-learning infants

Work with the looking-while-listening paradigm suggested that six-month-old English-learning infants associated several common nouns with pictures of their referents. This was evidenced by systematic fixations towards the named target picture (while one distractor picture was present). However, Norwegian-learning infants did not systematically fixate the target pictures until they were 8- to 9-months old, suggesting a cross-linguistic difference in the onset of noun comprehension. Moreover, their success in this task appeared to be modulated by aspects of stimulus pairing, specifically frequency differences between target and distractor: High (resp. low) frequent targets attracted more fixations if they were paired with low (resp. high) frequent distractors. In the present eye-tracking study, we tested 42 monolingual German-learning infants aged six to 14 months by means of a looking-while-listening paradigm. Infants saw two pictures side-by-side on a screen, whilst an unfamiliar male talker named one of both. Overall, infants did not fixate the target picture more than the distractor picture. In line with previous results, infants’ performance on the task was higher when the target and distractor word differed within their word frequency operationalized by the parental rating of word exposure. Therefore, our results further emphasize cross-linguistic differences in early word learning and strengthen the view that infants might use extra-linguistic cues within the stimulus pairing, such as frequency imbalance, to disambiguate between two potential referents.

Auditory Processing Disorder and Its Comorbidities: A Need for Consistency in Test Cutoff Scores

Purpose No gold standard criteria exist for diagnosing developmental auditory processing disorder (APD). This study aimed to identify APD criteria, which are consistent with that used for comorbidities, and how comorbidities predicted APD. Method A retrospective study of 167 participants (males = 105, females = 62; age: 6–16 years; nonverbal IQ > 80) with suspected APD is presented. Five SCAN-3 tests evaluated auditory processing (AP). Comorbidities included attention-deficit/hyperactivity disorder, language impairment, and impaired manual dexterity, which were identified using percentile ≤ 5 in the Swanson, Nolan and Pelham parental rating scale; Children's Communication Checklist-2; and Movement Assessment Battery for Children-2, respectively. Results Percentiles ≤ 9, ≤ 5, and < 2 in two or more AP tests had sensitivities (specificities) of 76% (70.6%), 59.3% (76.5%), and 26% (82.4%), respectively, in predicting comorbidities, which were present in 150 of the 167 participants. The criterion of “≤ 9 percentile in two or more AP tests” (Approach I) diagnosed APD in 119 participants, and criterion “≤ 5 percentile in two or more AP tests or ≤ 5 percentile in one AP plus one or more measures of comorbidities” (Approach II) diagnosed 123. The combination of approaches diagnosed 128 participants (76.6%) with APD, of which 114 were diagnosed by each approach (89%). Language impairment and impaired manual dexterity, but not attention-deficit/hyperactivity disorder, predicted APD. Conclusions “Percentile ≤ 9 in two or more AP tests” or “percentile ≤ 5 in one AP plus one or more measures of comorbidities” are evidence-based APD diagnostic criteria. Holistic and interprofessional practice evaluating comorbidities including motor skills is important for APD.

ADHD, Parental Stress, Stigma, and Mindfulness Training

Many studies have proven that parental stress was associated with childhood mental disorders and disabilities, and in recent years, studies have shown that parents of children with neurodevelopmental disorders (NDDs) experience more parenting stress than parents of typically developing children. Parents living with a child with ADHD experienced stress as they struggled to cope with the child's symptoms amidst the stigmatizing attitudes from family and community members. The chapter tried to explore various factors related with parental stress and ADHD such as quality of life, parental rating of ADHD symptoms and related issues, treatment outcome, marital life, and mental health. One of the important factors contributing to stress is stigma, and the chapter also attempted to explore the link between parental stress and stigma, especially related to ADHD and its interventions. The chapter emphasized the role of mindfulness training for treating ADHD and parental stress while pointing out the methodological limitations.

Is the QbMini a Valid Instrument for ADHD Assessment?

Objective: Few neuropsychological measurement tools of attention can assess preschoolers despite adequate instruments’ potential to facilitate early diagnostic processes, which are currently demanding. This study’s objective was to evaluate the QbMini, an attention-deficit hyperactive disorder (ADHD) measurement tool for preschoolers. Method: QbMini performances of 37 5-year-old ADHD patients, 55 healthy controls, and 26 children with specific language impairment (SLI) were compared using univariate analyses of variance. The test’s predictive power was evaluated using receiver operating characteristics (ROC) analyses and compared to a parental rating scale. Finally, the scales were compared by correlating their respective scores. Results: The QbMini measures ADHD symptoms and reliably differentiates between healthy children and patients, but not between children with ADHD and children with SLI. Conclusion: The QbMini can indicate presence and strength of ADHD symptoms, but fails to diagnose ADHD. It measures symptoms in a different way than parental ratings and might be stronger in distinguishing between hyperactivity and inattention.

Neuropsychological Findings in Hamamy Syndrome: A Clinical Case Report

This study, reports for the first time, the neuropsychological profile of a child with Hamamy syndrome—a rare genetic disorder with only five published cases (Buget, Canbolat, Akgul, & Kucukay, 2015). The patient was seen for a neuropsychological evaluation at ages 6 and 7, at the American University of Beirut Medical Center. Procedures included an extended clinical interview with the parent, behavioral observations, formal tests, and a series of parental rating scales. Patient was found to have relatively spared nonverbal intelligence, borderline-impaired language, and clinically impaired verbal reasoning, attention, and motor coordination. Additionally, he showed clinically significant concerns with behavioral regulation, metacognition, attention-deficit, and hyperactivity/impulsivity. The patient was diagnosed with a DSM-V Language Disorder, Speech Sound Disorder, and Attention Deficit/Hyperactivity Disorder, combined presentation, in the context of low-average intelligence. At follow-up, the neuropsychological profile was consistent, albeit improvement was noted following pharmacotherapy. This is the first published report that describes the neuropsychological functions of Hamamy syndrome. We make recommendations for early identification of cognitive strengths and weaknesses, and interventions to address them. Future research should evaluate additional functions such as memory and social/emotional development. (JINS, 2019,25, 336–342)

Role for structured telephone clinics in paediatric gastroenterology: reflections, lessons and patient feedback

BackgroundTelephone clinics have been established within our department to try and improve communication with families, limit waiting times and help face-to-face clinics run more efficiently. As part of the ongoing care needs for our patients and families it was felt important to determine if telephone clinics were meeting the needs of the young person and family as well as those of the health professional.ObjectiveTo assess the effects of a structured consultant delivered telephone clinic.MethodData were collected regarding patients who had a consultant telephone appointment between July 2016 and March 2017. Data collected include demographics and appointment reason. An evaluation questionnaire was sent to all parent/carer(s).Results25 clinics comprising 194 contacts, including 34 duplicate contacts. 120 questionnaires sent. 7/160 (4.3%) were new patients. The main contact reason was biopsy results after endoscopy (93/180; 52%). Failure to attend rate was significantly lower at 18/194 (9.2%) compared with failure to attend rate of 52/240 (21.6%) for a traditional clinic (p<0.001). 40/120 (33%) returned completed questionnaires, 25/40 (68.4%) reported the reason for appointment was test results. Travel time and school attendance were identified as main advantages. Mean parental rating score for the service was 8/10 with 21/40 (54%) scoring the service as 10/10.ConclusionThe initial results of this audit are promising. Structured telephone appointments have a key role in delivering patient care in paediatric gastroenterology and have benefits to health professional, parent/carer and patients. These clinics have now been widely adopted by all members of our department.