Preliminary psychometric properties of a standard vocabulary test administered using a non-invasive brain-computer interface

ObjectiveTo examine measurement agreement between a vocabulary test that is administered in the standardized manner and a version that is administered with a brain-computer interface (BCI).MethodThe sample was comprised of 21 participants, ages 9–27, mean age 16.7 (5.4) years, 61.9% male, including 10 with congenital spastic cerebral palsy (CP), and 11 comparison peers. Participants completed both standard and BCI-facilitated alternate versions of the Peabody Picture Vocabulary Test - 4 (PPVT™-4). The BCI-facilitated PPVT-4 uses items identical to the unmodified PPVT-4, but each quadrant forced-choice item is presented on a computer screen for use with the BCI.ResultsMeasurement agreement between instruments was excellent, including an intra-class correlation coefficient of 0.98, and Bland-Altman plots and tests indicating adequate limits of agreement and no systematic test version bias. The mean standard score difference between test versions was 2.0 points (SD 6.3).ConclusionThese results demonstrate that BCI-facilitated quadrant forced-choice vocabulary testing has the potential to measure aspects of language without requiring any overt physical or communicative response. Thus, it may be possible to identify the language capabilities and needs of many individuals who have not had access to standardized clinical and research instruments

Evaluating a Novel Brain-Computer Interface and EEG Biomarkers For Cognitive Assessment in Children With Cerebral Palsy

Standardized neuropsychological assessments and research instruments are typically administered with verbal queries, pictures and manipulatives that require verbal or motor responses. Thus, they are often inaccessible to people with physical and communicative impairments. The goal of this dissertation was to investigate alternative approaches that do not require any motor or speech input to assess cognitive capacity of an individual. The first approach involved using a brain-computer interface (BCI) that was adapted to facilitate the administration of a Peabody Picture Vocabulary Test (PPVT-IV). Which is a receptive vocabulary assessment than can be used as a proxy for intelligence. The second approach was to use brain dynamics such as functional connectivity and bandpass analysis to assess cognitive capacity of an individual. We then tested these two approaches on typically developing (TD) individuals (N=11) people with cerebral palsy (CP) (N=18). Our results suggest that children with cerebral palsy show signs of lower intelligence than typically developing children when using functional connectivity and power band analysis, however, they performed equally well in the PPVT-IV. We believe this is due to the neural compensation resulting from the subjects’ pathology. Thus, the preferred method for assessing cognitive measures in an individual with severe motoric impairments is a BCI. By using a BCI, a user can respond to standardized cognitive assessments that already have well established norms. However, it is important to make sure that when designing these systems, the changes made to adapt the cognitive assessment for the BCI do not alter the format and psychometrics of the test. Our BCI able to maintain the psychometrics of a PPVT-IV test and perform with an accuracy of 97.78 ± 4.06. In addition, scores on the BCI-facilitated PPVT-IV and the standard PPVT-IV were highly correlated (r = 0.95, p<0.001) with a mean difference of 2.0 ± 6.4 points, which is within the standard error of the PPVT-IV. Thus, our BCI-facilitated PPVT-IV provided comparable results to the standard PPVT-IV, suggesting that populations for whom standardized cognitive tests are not accessible could benefit from our BCI-facilitated approach.PHDNeuroscienceUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/136949/1/pharoram_1.pd

Language dominance in Urdu-English bilinguals : a comparison of subjective and objective measures

textThe purpose of this study is to investigate the ability of Urdu-English bilinguals to accurately identify their proficiency in both English and Urdu, extent of bilingualism, and dominance. In addition, this study explores how cumulative language exposure and current language use are associated with measures of proficiency and dominance. Forty-six young adults participated in this study and completed a language questionnaire, proficiency interview, adapted naming tests, and a standardized naming measure for English. Self-ratings of oral proficiency were compared to objective measures including examiner rated proficiency based on conversational fluency, performance on an examiner-designed naming test, and a standardized measure of English receptive vocabulary. Language dominance and bilingual index scores were calculated to evaluate degree of bilingualism and dominance. The results revealed that self-ratings were significantly correlated with examiner ratings and naming tests in each language as well as with dominance and bilingual index scores. Cumulative exposure measures were correlated with several proficiency measures but amount of current language use was not correlated with any proficiency measures. Findings suggest that Urdu-English bilinguals are able to identify their language proficiency in both languages, extent of bilingualism, and language dominance. This was consistent with findings from previous research on Mandarin-English (Sheng et. al., 2014) and Spanish-English bilinguals (Gollan et. al., 2012). In addition, the positive correlations between the examiner-designed naming test and subjective and objective measures of proficiency and between the naming test and cumulative exposure measures suggest that the naming test is a promising tool that can be further improved to address the needs of a prominent bilingual group.Communication Sciences and Disorder

Controlled trial of lovastatin combined with an open-label treatment of a parent-implemented language intervention in youth with fragile X syndrome.

BackgroundThe purpose of this study was to conduct a 20-week controlled trial of lovastatin (10 to 40 mg/day) in youth with fragile X syndrome (FXS) ages 10 to 17 years, combined with an open-label treatment of a parent-implemented language intervention (PILI), delivered via distance video teleconferencing to both treatment groups, lovastatin and placebo.MethodA randomized, double-blind trial was conducted at one site in the Sacramento, California, metropolitan area. Fourteen participants were assigned to the lovastatin group; two participants terminated early from the study. Sixteen participants were assigned to the placebo group. Lovastatin or placebo was administered orally in a capsule form, starting at 10 mg and increasing weekly or as tolerated by 10 mg increments, up to a maximum dose of 40 mg daily. A PILI was delivered to both groups for 12 weeks, with 4 activities per week, through video teleconferencing by an American Speech-Language Association-certified Speech-Language Pathologist, in collaboration with a Board-Certified Behavior Analyst. Parents were taught to use a set of language facilitation strategies while interacting with their children during a shared storytelling activity. The main outcome measures included absolute change from baseline to final visit in the means for youth total number of story-related utterances, youth number of different word roots, and parent total number of story-related utterances.ResultsSignificant increases in all primary outcome measures were observed in both treatment groups. Significant improvements were also observed in parent reports of the severity of spoken language and social impairments in both treatment groups. In all cases, the amount of change observed did not differ across the two treatment groups. Although gains in parental use of the PILI-targeted intervention strategies were observed in both treatment groups, parental use of the PILI strategies was correlated with youth gains in the placebo group and not in the lovastatin group.ConclusionParticipants in both groups demonstrated significant changes in the primary outcome measures. The magnitude of change observed across the two groups was comparable, providing additional support for the efficacy of the use of PILI in youth with FXS.Trial registrationUS National Institutes of Health (ClinicalTrials.gov), NCT02642653. Registered 12/30/2015

Applying the cultural-linguistic interpretive matrix to neuropsychological assessment

Psychologists are administering assessments to culturally and linguistically diverse individuals with limited information regarding validity and are left with many scores to subjectively interpret. This study looked at developing a guideline when administering seven frequently administered neuropsychological assessments based on the Cultural-Linguistic Interpretive Matrix. Practitioners were asked to rate the cultural loading and linguistic demand and provide rationale for the placement. Results indicated that the Judgment of Line Orientation, Rey-Osterrieth Complex Figure Test, Trail Making Test (Part A), and Wisconsin Card Sorting Test have low cultural loading and linguistic demand. The Trail Making Test (Part B) was rated as Moderate Cultural Loading and Moderate Linguistic Demand. The Boston Naming Test was rated as moderate cultural loading and high linguistic demand. Finally, the Controlled Oral Word Association and Semantic Fluency were rated as high cultural loading and high linguistic demand. Practitioners are recommended to continue to be aware of the influences of culture and language, even on assessments that are minimally influenced. Assessment of English Language Learners is difficult, since they may require five or more years of intensive daily English language instruction to develop a level of academic language proficiency that is comparable to that of native-language speaking peers

The utility of a computerized assessment battery to evaluate cognitive functioning and attention

In recent years much attention has been given to the application of computer technology to psychometric methods, but researchers have concentrated on adapting traditional methods of psychological testing to the new technology instead of utilizing it to develop innovative methods of assessment. The purpose of this study was to determine whether a computerized assessment battery designed to evaluate cognitive functioning and attention could demonstrate reliability and validity. The Computerized Cognitive Assessment Battery (CCAB) was developed according to the PASS Model of Cognitive Functioning and administered via a Macintosh computer and test results included response style variables (mouse movement and response time). Children having attention problems (N = 25) in grades three through five were compared to a random group of children (N = 29). On the newly developed CCAB, the majority of the sectional variables displayed significant intercorrelations (p {dollar}\u3c{dollar}.01) indicating internal consistency of this measure. The reliability of the Sequential component of the CCPT was found to be.90 for Scale 1 and.83 for Scale 2. No relationship was found between the covert measures on the CCAB and Conners\u27 parent and teacher rating scales. Evidence indicated that the covert measures are related to the Planning Factor. The attention measure of the CCPT was able to discriminate between the two groups as well as the Gordon Diagnostic System. The total CCAB was able to predict group membership with one hundred percent accuracy using the classification results of the discriminant function analysis. Consistent with the prediction of the PASS model, the Attention component (CCPT) was the only area in which the scores of the two groups differed. The present study demonstrated the feasibility and practicality of a fully-computerized cognitive assessment battery to aid in the assessment process. The results of this research indicate that the potential exists to evaluate cognitive functioning by a computer-based assessment system. Not only could such a test provide an index of intellectual ability based on a well researched and extensively used IQ test (Raven), it could also yield a great deal of information related to meta-cognitive skills, self-regulatory behavior, processing styles and compensatory mechanisms

Eye Tracking as a Behavioural Measure of Impulsivity

Computerized testing provides insight into behaviours difficult to measure in traditional paper-pencil testing, such as impulsivity. Eye-tracking was recorded during the Peabody Picture Vocabulary Test, Fourth Edition digital stimulus book administration and output (saccadic speed, pupillary dilation, fixation duration, and reaction time) was used to predict impulsivity, as measured by the Barratt Impulsiveness Scale - Eleventh Edition. Demographic factors including ADHD diagnosis, age, gender, handedness, and SES were considered. Participants were 64 undergraduate students (50 women) at a medium-sized, ethnically diverse, university in southwestern Ontario. Hierarchical regressions showed greater impulsivity predicted lower PPVT-IV Standard Scores. Slower reaction-time and smaller pupil dilation predicted greater impulsivity, consistent with previous research. Impulsivity was related to ADHD diagnosis and gender, while PPVT-IV scores were associated with age and household income. Findings lend insight into the disparity between self-report and behavioural measures of impulsivity and provide objective measures to supplement behavioural observations during testing

Eficácia de uma abordagem integrada de intervenção neurolinguística na afasia progressiva primária

In the past few years, primary progressive aphasia has been acknowledged as an emerging field of practice. Considered a neurodegenerative-based syndrome, primary progressive aphasia requires a singular pathway that addresses the associated characteristics of the syndrome. Among the several treatment approaches that have been investigated, behavioural interventions seem to offer some promise. Despite evidence suggests that intervention should capitalize on spared language abilities and improve communication performance to increase functioning levels, a large number of interventions has focused on remediating impaired skills. Accordingly, the present work aimed to design, implement and evaluate the effects of an intervention that targets the maintenance of a core vocabulary and the training of communication strategies along with the use of augmentative and alternative communication devices. Particularly, this case report aimed to analyse the effect of a neurolinguistic intervention on naming performance for trained and untrained words, and quality of life. Two patients diagnosed with primary progressive aphasia participated in this study that took place over the period of five months. Data collection occurred before intervention, during intervention every two-week interval, immediately after the intervention and one month after treatment was complete. Outcome measures consisted of formal and standardized instruments, adapted and validated to Portuguese population. The intervention approach used in this study produced a limited but promising impact on participants. One participant improved naming accuracy and both participants retained therapy gains. Several methodological aspects limited the outcomes representativeness and generalization of conclusions to clinical practice, namely the reduced number of participants, the presence of different diagnosis and the design. This study provides preliminary data on the effects of combined intervention approaches and their impact on patients’ quality of life. The involvement of close family members on therapy sessions is highlighted as beneficial.A afasia progressiva primária tem sido reconhecida como uma área de intervenção emergente nos últimos anos. Considerando-se uma síndrome de origem neurodegenerativa, a afasia progressiva primária requer uma resposta diferenciada que vá ao encontro das características inerentes a esta condição. Várias abordagens de intervenção têm sido exploradas, de entre as quais se destacam as intervenções comportamentais, pelos resultados promissores que têm oferecido. Embora se defenda cada vez mais que a intervenção se deva focar na manutenção de competências linguísticas residuais e na maximização das competências comunicativas, no sentido de aumentar os níveis de funcionalidade da pessoa, grande parte das intervenções têm valorizado a reaprendizagem de competências perdidas. Neste sentido, o presente trabalho teve como principal objetivo desenhar, implementar e avaliar os efeitos de uma intervenção que promove a manutenção de um vocabulário funcional e o treino de estratégias comunicativas a par da utilização de meios de comunicação aumentativa e alternativa. Especificamente, este estudo de caso visou analisar o efeito de uma intervenção neurolinguística na capacidade de nomeação de palavras treinadas e não treinadas, e qualidade de vida. Dois pacientes diagnosticados com afasia progressiva primária participaram no estudo que teve uma duração total de cinco meses. Foram recolhidos dados antes da intervenção, durante a intervenção a cada duas semanas, imediatamente após a intervenção e um mês após o fim do tratamento. Para tal foram utilizados instrumentos de medida formais e estandardizados, adaptados e aferidos à população portuguesa. A abordagem de intervenção implementada teve um impacto limitado, mas promissor, nos participantes. Registou-se uma melhoria das competências de nomeação num dos casos, e manutenção de competências adquiridas em ambos os casos. Vários fatores metodológicos limitaram a representatividade dos resultados obtidos e aplicabilidade das conclusões à prática clínica, nomeadamente o reduzido número de participantes, a heterogeneidade no diagnóstico e o desenho do estudo. Os resultados deste estudo providenciam dados preliminares acerca do efeito de abordagens integradas de intervenção e impacto na qualidade de vida das pessoas com afasia progressiva primária. Destaca-se a importância do envolvimento de familiares diretos nas sessões terapêuticas, como fator facilitador.Programa Doutoral em Psicologi

Examining Different Patterns of Children’s Early Dual Language Development and Nonverbal Executive Functioning

Children from non-English-speaking homes often lag behind their English speaking peers academically. However, people who speak two languages often have better executive functioning skills than people who speak only one language. Executive functions are neurologically-based skills related to managing oneself to achieve a goal. The relation between bilingualism and executive function may be due to how two languages are processed in the brain. However, it is unclear if more balanced bilinguals experience larger gains in executive function than people who are less balanced. Children from low-income homes are at a disadvantage as compared to children from homes with higher incomes. A quarter of children in the Head Start program, which serves children from low-income homes, come from homes that speak a language other than English which puts them at a double disadvantage. Longitudinal data from 3-year-old children enrolled in Head Start who were from Spanish-speaking households were used to investigate whether there were different patterns of dual language development and if those patterns related differently to executive function. Results revealed three groups of dual language development. Groups were compared in terms of children’s performance on a nonverbal executive functioning task. Results showed that children in the group that had the most similar proficiency between English and Spanish had the highest average executive functioning scores, even after controlling for child age and gender. This indicates balanced bilingualism may enjoy additional benefits to executive functioning development as compared to individuals with relative imbalance between languages

Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition

Reports findings from multiple neuroscientific studies on the impact of arts training on the enhancement of other cognitive capacities, such as reading acquisition, sequence learning, geometrical reasoning, and memory