Attentional shifting in children with developmental language disorder: A meta-analysis

Aljahlan, Yara; Spaulding, Tammie J.

doi:10.1016/j.jcomdis.2021.106105

Cited by 7 publications

(12 citation statements)

References 83 publications

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“…In contrast, children in the DLD group showed an FRN-like activity in response to the first negative feedback. The pattern of ERP responses demonstrated within the TD group aligns with the P3b responses elicited by cues to shift rule sets within the WCST demonstrated in previous studies with adult subjects [ 13 , 15 ] as well as in a study of adolescents [ 24 ]. To the extent that the P3b reflects context-updating, the absence of this response among participants with DLD is suggestive of less efficient use of this negative feedback cue to update their task-set information in working memory.…”

Section: Discussionsupporting

confidence: 85%

“…In an investigation of math and reading skills, a meta-analysis by Yeniad et al [ 12 ] concluded that a significant association exists between shifting abilities and both math and reading abilities in children. Given considerable variability in the results of studies of attentional shifting in children with DLD, Aljahlan and Spaulding [ 13 ] conducted a meta-analysis to investigate measures of shifting. The study reported that children with DLD exhibit deficits in set-shifting tasks (i.e., those requiring the modification of behavior after a period of repetitions, with infrequent rule changes) but do not differ from typically developing peers in alternating tasks (i.e., those requiring responses in a consistent pattern to an alternating set of rules).…”

Section: Introductionmentioning

confidence: 99%

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Between Shifting and Feedback Processing in the Wisconsin Card Sorting Test in Children with Developmental Language Disorder

Giandomenico,

Baron,

Gul

et al. 2023

Brain Sciences

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Children with developmental language disorder (DLD) demonstrate deficits in executive functioning; however, the specific components of executive functioning that are affected in this population are not well understood. This study evaluated set shifting and feedback processing in a Wisconsin Card Sorting Test (WCST) performed by 24 children with and without DLD. The behavioral results revealed poorer performance by the DLD group in measures of accuracy, proportion of correct rule shifts, perseverative errors on shift trials, and proportion of effective responses to feedback. Electrophysiological measures (event-related potentials, or ERPs) indicated different patterns of response to negative feedback that signaled the need for rule shifting, with the DLD group showing a trend toward processing shift cues as negative feedback. Group differences were found in the processing of the first and last positive feedback, with overall stronger responses to positive feedback by children with DLD. However, both groups showed a similar pattern of diminished attention to positive feedback when rule learning was established. Taken together, children with DLD demonstrated the inefficient processing of negative feedback in the context of rule-shifting and difficulty in establishing and maintaining a rule.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Between Shifting and Feedback Processing in the Wisconsin Card Sorting Test in Children with Developmental Language Disorder

Giandomenico,

Baron,

Gul

et al. 2023

Brain Sciences

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“…Co-morbidities with other neurodevelopmental disorders such as dyslexia (McArthur, Hogben, Edwards, Heath, & Mengler, 2000), autism spectrum disorder (Bishop, 2010), attention disorders (Mueller & Tomblin, 2012) and motor difficulties (Webster et al, 2006) are frequently observed, which is in line with comorbidity rates in other developmental disabilities (Gilger & Kaplan, 2001). More generally, meta-analyses have shown that children with DLD tend to perform lower than their TD peers with respect to attention and executive functioning (Aljahlan & Spaulding, 2021;Ebert & Kohnert, 2011;Pauls & Archibald, 2016;Vugs, Cuperus, Hendriks, & Verhoeven, 2013), as well as intellectual functioning (Gallinat & Spaulding, 2014). This does, however, not hold for all children (e.g., .…”

Section: Difficulties Of Children With Dldmentioning

confidence: 93%

Discontinuation of specialist educational provision for children with DLD in the Netherlands: performance and predictors

Boerma¹,

Wijnen²,

Blom³

2022

SSTP

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Achtergrond. Taalontwikkelingsstoornis (TOS) wordt gekenmerkt door grote heterogeniteit, maar er is nog weinig bekend over de variatie in specialistische onderwijsondersteuning voor kinderen met TOS. Dit longitudinale onderzoek bestudeerde de taal- en leesvaardigheid van kinderen met TOS bij wie onderwijsondersteuning op 7- of 8-jarige leeftijd beëindigd werd en kinderen met TOS bij wie dit werd voortgezet, ten opzichte van typisch ontwikkelende kinderen. Daarnaast onderzochten we talige, cognitieve en omgevingsfactoren als voorspellers voor de beëindiging van specialistische onderwijsondersteuning. Methode. Eentalige en meertalige kinderen met (n=120) en zonder (n=113) TOS namen deel aan het onderzoek. Gestandaardiseerde instrumentenwerden gebruikt om de proportie van kinderen per groep met zwakke taal- en leesvaardigheid op 7- of 8-jarige leeftijd te beschrijven. Binaire logistische regressie werd uitgevoerd om de beëindiging van specialistische onderwijsondersteuning te voorspellen. Voorspellers waren talige en cognitieve vaardigheden op 5- of 6-jarige leeftijd, groei in taalvaardigheid, onderwijsniveau van ouders en meertaligheid. Resultaten. Totaal had 25% van de kinderen met TOS geen specialistische onderwijsondersteuning meer op 7- of 8-jarige leeftijd. Meer meertaligen dan eentaligen behielden onderwijsondersteuning, hoewel dit verschil net niet significant was. Kinderen met TOS, zowel met als zonder onderwijsondersteuning, scoorden vaker zwak op de gestandaardiseerde instrumenten dan typisch ontwikkelende kinderen. Kinderen met TOS met specialistische onderwijsondersteuning presteerden vaker zwak dan kinderen met TOS zonder ondersteuning. Onderwijsniveau van ouders en morfologische vaardigheden, zowel op baseline als groei, voorspelden de beëindiging van onderwijsondersteuning. Conclusies en implicaties. Specialistische onderwijsondersteuning bleek voor veel kinderen met TOS binnen een relatief kort tijdsbestek beëindigd te zijn. Hoewel deze kinderen sterker presteerden dan leeftijdsgenoten met TOS die ondersteuning behielden, was hun taal- en leesvaardigheid vaak zwak. Deze groep blijft dus kwetsbaar en behoeft aandacht. Vervolgonderzoek naar besluitvorming omtrent specialistische onderwijsondersteuning is nodig om de rol van onderwijsniveau van ouders en morfologische vaardigheden in de beëindiging van ondersteuning te begrijpen.

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“…It should also be mentioned that, due to the wide variety of available psychological tests, selecting the appropriate test for particular clinical groups is not challenging. For example, WCST or CANTAB, which we described before, appear to be appropriate in children with developmental language disorder who are classified as having language functional abnormalities in the absence of a definite etiology [183,184].…”

Section: The Symbol Digit Modalities Test-oral (Sdmt-oral)mentioning

confidence: 95%

A comprehensive review of attention tests: can we assess what we exactly do not understand?

Nasiri

Khalilzad

Hakimzadeh

et al. 2023

Egypt J Neurol Psychiatry Neurosurg

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Attention, as it is now defined as a process matching data from the environment to the needs of the organism, is one of the main aspects of human cognitive processes. There are several aspects to attention including tonic alertness (a process of intrinsic arousal that varies by minutes to hours), phasic alertness (a process that causes a quick change in attention as a result of a brief stimulus), selective attention (a process differentiating multiple stimuli), and sustained attention (a process maintaining persistence of response and continuous effort over an extended period). Attention dysfunction is associated with multiple disorders; therefore, there has been much effort in assessing attention and its domains, resulting in a battery of tests evaluating one or several attentional domains; instances of which are the Stroop color-word test, Test of Everyday Attention, Wisconsin Card Sorting Test, and Cambridge Neuropsychological Test Automated Battery. These tests vary in terms of utilities, range of age, and domains. The role of attention in human life and the importance of assessing it merits an inclusive review of the efforts made to assess attention and the resulting tests; Here we highlight all the necessary data regarding neurophysiological tests which assess human attentive function and investigates the evolution of attention tests over time. Also, the ways of assessing the attention in untestable patients who have difficulty in reading or using a computer, along with the lack of ability to comprehend verbal instructions and executive tasks, are discussed. This review can be of help as a platform for designing new studies to researchers who are interested in working on attention and conditions causing deficits in this aspect of body function, by collecting and organizing information on its assessment.

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Attentional shifting in children with developmental language disorder: A meta-analysis

Cited by 7 publications

References 83 publications

Between Shifting and Feedback Processing in the Wisconsin Card Sorting Test in Children with Developmental Language Disorder

Between Shifting and Feedback Processing in the Wisconsin Card Sorting Test in Children with Developmental Language Disorder

Discontinuation of specialist educational provision for children with DLD in the Netherlands: performance and predictors

A comprehensive review of attention tests: can we assess what we exactly do not understand?

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