Review of research on kindergarten screening for the early identification of children with learning disabilities

The purpose of this paper was twofold: (a) to review the research on kindergarten screening for the early identification of students with learning disabilities and (b) to review kindergarten screening instruments developed during the period of 1968-75

Relationship of Parent-Child Temperament and Parent Responsivity on Language Outcomes in Autistic Children

The purpose of this quantitative, correlational study was to investigate the relationship between parent and child temperament on language acquisition as well as the relationship between parent responsivity and parent-child temperament in autistic children. Participants were 25 parent-child dyads of autistic children between the ages 2 and 8 years of age (18 boys, 7 girls). Parents provided ratings of their temperament and their child’s temperament. The child’s expressive language, receptive language, and receptive vocabulary were assessed by a licensed speech-language pathologist. Parents’ engagement with their children were rated by undergraduate research assistants blind to the study using a Likert rating scale for parent-responsive behaviors. There were several significant findings in the 2-year-old and 3- to 6-year-old age groups. In the 2-year-old age group, significant correlation coefficients were found for the associations between adult effortful control and the autistic child’s language, child extraversion and their language, parent responsivity and adult extraversion and negative affect, and finally parent responsivity and child effortful control. Then in the 3- to 6-year age group, there was a significant positive correlation between the autistic child’s negative affect and their expressive language. Lastly, in the 7- to 8-year age group, there was a near significant association between adult effortful control and the autistic child’s language. Overall, these findings indicate the importance of identifying the parent's and child's temperament and the impact both have on the autistic child’s language and their parent’s responsive behaviors to enhance the therapy model and improve relationships to maximize the child’s ability to acquire language

A rapid screening tool for psychological distress in children 3--6years old: results of a validation study.

International audienceABSTRACT: BACKGROUND: The mental health needs of young children in humanitarian contexts often remain unaddressed. The lack of a validated, rapid and simple tool for screening combined with few mental health professionals able to accurately diagnose and provide appropriate care mean that young children remain without care. Here, we present the results of the principle cross-cultural validation of the "Psychological Screening for Young Children aged 3 to 6" (PSYCAa3-6). The PSYCa 3--6 is a simple scale for children 3 to 6 years old administered by non-specialists, to screen young children in crises and thereby refer them to care if needed. METHODS: This study was conducted in Maradi, Niger. The scale was translated into Hausa, using corroboration of independent translations. A cross-cultural validation was implemented using quantitative and qualitative methods. A random sample of 580 mothers or caregivers of children 3 to 6 years old were included. The tool was psychometrically examined and diagnostic properties were assessed comparing the PSYCa 3--6 against a clinical interview as the gold standard. RESULTS: The PSYCa 3--6 Hausa version demonstrated good concurrent validity, as scores correlated with the gold standard and the Clinical Global Impression Severity Scale (CGI-S) [rho = 0.41, p-value = 0.00]. A reduction procedure was used to reduce the scale from 40 to 22 items. The test-retest reliability of the PSYCa 3--6 was found to be high (ICC 0.81, CI95% [0.68; 0.89]). In our sample, although not the purpose of this study, approximately 54 of 580 children required subsequent follow-up with a psychologist. CONCLUSIONS: To our knowledge, this is the first validation of a screening scale for children 3 to 6 years old with a cross-cultural validation component, for use in humanitarian contexts. The Hausa version of the PSYCa 3--6 is a reliable and a valuable screening tool for psychological distress. Further studies to replicate our findings and additional validations of the PSYCa 3--6 in other populations may help improve the delivery of mental health care to children

Towards an understanding of profound mental handicap

A brief introduction to profound mental handicap (PMH) is given. Problems in identifying the population to be studied are described, and detailed criteria, based upon behavioural characteristics, are proposed. A comprehensive survey of research literature relevant to people with profound mental handicap is presented, and inadequacies discussed. Frameworks within which to place the behaviour of the profoundly mentally handicapped are also discussed, and a modified developmental framework is suggested. An argument is made for the usefulness of conducting research which is informed by mother-infant studies and which examines the naturally occurring behaviour of the profoundly mentally handicapped, paying particular attention to communicative and emotional characteristics.The behaviour of a representative sample of 66 people with profound handicap, living at home or in one of three institutions, is investigated using micro-analysis of filmed sessions between carer and subject, and information gathered from two oral questionnaires administered to carers. A reliable profile of the behavioural characteristics of this sample of people with profound handicap is therefore obtained.Important findings include: a high level of awareness and engagement to the carer indicating a general responsiveness amongst people with profound handicap to aspects of the environment, and the ability to communicate with other people; evidence of a wide variety of social and emotional behaviours, in particular a discriminating sense of humour; evidence of spontaneous learning; and the presence of a 'responsiveness' factor underlying the behaviour of people with profound handicap, and dividing the subjects into distinct subgroups.The implications of these findings for the day-to-day care of people with profound handicap, and for an improved understanding of the nature of profound mental handicap are discussed

Environmental influences on communication development: Implications for children with neurodevelopmental communication impairments

At the intersection of clinical neuroscience and communication sciences and disorders, this dissertation provides a compilation of studies aimed at examining contextual influences on children's communication development and the implications of this work for children with neurodevelopmental communication impairments. As discussed in Chapter 1, the present work is grounded in dynamic systems theory of development and a distributed model of communication, which together emphasize development as a context-dependent dynamic multilevel system that unfolds over time and is shaped by a multitude of factors. Neurodevelopmental communication impairments such as speech sound disorder, language disorder, and autism spectrum disorder affect approximately 1.5 - 16% of children, and are associated with academic, socioemotional, and behavioral difficulties. The work in Chapter 2 directly examines a common form of environmental support for children with neurodevelopmental communication impairments, speech-language therapy. More specifically, it assesses the effectiveness of a multimodal, integrated speech-language intervention in facilitating multisyllabic productions in six children 2-4 years of age with various neurodevelopmental disabilities. It uses single-case and within-subject experimental designs to understand individual trajectories and shape clinical practice. As a complement to the behavioral intervention, Chapter 3 of this thesis explores the novel use of noninvasive biosensors to measure electrical conductance across the skin during speech-language and occupational therapy as a potential support for communication in eight children, ages 2-11, with neurodevelopmental disabilities. Skin conductance is mediated by sympathetic cholinergic sudomotor nerve fibers and has been used extensively in the study of psychological states and processes. However, traditionally its use has been limited to highly controlled laboratory settings, whereas the use of such technology within the context of daily activities remains a major challenge. Next, as a means to examine a broader range of environmental influences, Chapter 4 uses a longitudinal monozygotic (MZ) twin difference method, a genetically sensitive design, to examine four candidate nonshared environmental influences on children's language development: birthweight, breastfeeding, and home reading exposure and parenting (M age = 7). This study aims to identify nonshared environmental effects on later language development, at mean ages 10 (n = 115 pairs) and 12 years (n = 108 pairs), across two assessment contexts: standardized testing and narrative language sampling. Finally, Chapter 5 concludes this dissertation by highlighting the need to study a broader range of contextual factors influencing communication development and its associated mechanisms, incorporate diverse and complementary methodologies, and develop effective communication supports for children with neurodevelopmental communication impairments

A retrospective review of pre-schoolers referred for psychiatric services at the Charlotte Maxeke Johannesburg Academic Hospital

The study is a retrospective review of pre-schoolers 6 years old and younger who were referred to the Charlotte Maxeke Johannesburg Academic Hospital Child, Family and Adolescent Unit, Johannesburg for psychiatric intervention between 1 January 2006 and 31 December 2010. The study described and analysed demographics and the various characteristics of children 6 years old and under who were referred to the unit for psychiatric intervention. The several psychiatric conditions and interventions were also evaluated. One hundred and forty nine (149) pre-schoolers who were 6 years old and under presented to the Unit and the majority were male (77.2%;N=115). The mean age of presentation was 54 months (SD=12.59) and the majority of the pre-schoolers were referred to the Unit by medical professionals. Attention-Deficit/ Hyperactivity Disorder (ADHD) was the most common presenting condition. Girls were more likely to present with Anxiety disorders (44.1%;15/34) and Reactive Attachment Disorder (35.3%;12/34) and boys were more likely to present with Autism Spectrum Disorders (26%;30/115). There were no statistical differences in the rates of Attention-Deficit/ Hyperactivity Disorder between girls (38.2%;13/34) and boys (43.6%;65/115) with ADHD (x2=2.705; df=1; p=0.1001). A psychological assessment was conducted in 68.5 % (102/149) of referrals. Almost half the children (46.3%; N=69) received pharmacological intervention. The defaulting rate after the initial assessment was high. The study highlights the frequency of psychiatric illness in pre-schoolers and necessitates the need to conduct further research in this vulnerable age group at other clinical sites

Sensory Processing in Children with ADHD: A Classroom Study and Rational Item Analysis

In the classroom, distinguishing between sensory modulation disorder (SMD), one proposed subtype of Sensory Processing Disorder, and attention deficit hyperactivity disorder (ADHD) can be difficult given their similar behavioral manifestations. The overlap between these two disorders and the prevelance of rating scales used for gathering diagnostic information warrant a closer look at items on commonly used rating scales to ensure discriminative validity. This pilot study examined specific patterns of SMD in 24 children with ADHD using the Sensory Profile School Companion (SPSC), which includes four components of SMD, namely, Seeking, Avoiding, Registration, and Sensitivity. As hypothesized, the majority of teacher ratings produced scores in the “Definite Difference” range within the Seeking (SS), Registration (SUR), and Sensitivity (SOR) quadrants; however, the majority of children were not rated as having a Definite Difference on the Avoiding quadrant. An item analysis revealed that items comprising Seeking, Registration, and Sensitivity appear too similar to items on commonly used ADHD rating scales and DSM-IV-TR criteria for teachers to behaviorally differentiate ADHD from SMD using this scale; however, items comprising the Avoiding quadrant were unique from those on ADHD rating scales and 33% of the sample were rated as having a Definite Difference in this area. The findings in this study lay the foundation for a more comprehensive study