Dynamic assessment of children with language impairments: A pilot study

This article describes the construction of a procedure for dynamic assessment of the expressive grammar of children already identified with language impairments. Few instruments exist for the dynamic assessment of language, and those that have been developed have been largely used to successfully differentiate language impaired from culturally different or typically developing populations. The emphasis in this study was on eliciting clinically useful information that may be used to inform intervention for children with specific language impairment (SLI). The method was piloted on three children with specific language impairments.The test—train—retest format made use of standardized administration of the CELF-3 (UK) before and after a designated training protocol. The training procedure required the children to formulate sentences from randomly presented words, assisted by mediation from the assessor. Results showed that the task used was valuable and appropriate for use as a dynamic measure, and elicited differentiated amounts of change in the children in response to the mediated training phase. Pre-test—post-test results were inconclusive, however, and the frameworks for summarizing information could benefit from revision

In-game assessment and training of nonverbal cognitive skills using TagTiles

We present a field study with a game for children called 'Tap the little hedgehog', which is played on the TagTiles console, a tangible electronic interface. The game was developed to train and assess cognitive skills and includes tasks which, in isolation, exhibit a high correlation with a number of subtests from the Wechsler Intelligence Scale for Children (WISC-III-NL). The tasks address a range of nonverbal skills by requiring children to perform different operations on abstract patterns such as copying, reproducing sequences from memory and mirroring patterns. In the current study, we tested whether these tasks kept their ability to address these skills if included in a gaming context, whether children are able to play the game independently and whether they are motivated to play the game. The results of the study support the hypothesis that nonverbal IQ-scores, as measured by the Wechsler Intelligence Scale for Children, can improve by training with a game. Hence, games like 'Tap the little hedgehog' can be used to train specific skills and serve as a screening tool for these skills. The results also confirm that children can play the game independently and that they enjoy it. We further found that children quickly learn how to play the game and use the interface. Keywords: Tangible interfaces; TagTiles; Field test; Learning; Assessment; Trainin

Cognitive Development in Congenital Hypothyroidism: Is Overtreatment a Greater Threat Than Undertreatment?

Background: Optimal treatment of children with congenital hypothyroidism (CHT) is still debated. Our objective was to evaluate whether early undertreatment (UT) and overtreatment (OT) influence cognitive development at age 11 years. Methods: Sixty-one patients (27 severe CHT, 34 mild CHT) were psychologically tested at ages 1.8 (Mental Development Index), 6 [intelligence quotient (IQ) 6], and 11 years (IQ11). Scores for cognitive development were related to initial levels of TSH normalization (fast, moderate, or slow) and to total durations of the UT and OT episodes within the first 2 years of life (no, short, or long UT/OT). UT and OT were defined as a free T-4 (fT(4)) concentration below or above the individual fT(4) stea Results: Patients with fast and moderate TSH normalization had higher Mental Development Index scores than patients with slow TSH normalization; 14.2 and 7.7 points higher, respectively (P = .001). TSH normalization had no significant effect on IQ11. Patients with long and short overtreatment had IQ11s that were -17.8 and -13.4 points lower, respectively, than the IQ11s of patients with no overtreatment (P=.014). UT without OT was associated with normal development scores, but UT with OT was ass Conclusions: Our study suggests that CHT overtreatment during the first 2 years leads to lowered cognitive outcomes at 11 years, whereas undertreatment, if not complicated by overtreatment, results in a normal cognitive development. Fast TSH normalization at initial treatment leads to above-normal development scores at a young age but does not affect IQ at age 11 years