Exploring the Impact of Cognition on Young Children's Ability to Navigate a Speech-Generating Device

Robillard, Manon; Mayer-Crittenden, Chantal; Roy-Charland, Annie; Minor-Corriveau, Michèle; Bélanger, Roxanne

doi:10.3109/07434618.2013.849754

Cited by 15 publications

(24 citation statements)

References 39 publications

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“…For both studies that used this methodology 1,2 , cognition was correlated to navigational scores. The higher the cognitive scores were, the higher were the navigational scores 1,2 .…”

Section: Representative Resultsmentioning

confidence: 99%

“…The ability to navigate between these levels is required in order to find symbols within the multiple levels of an SGD 6,7 . The importance of cognitive skills in the ability to navigate the levels of an SGD has been demonstrated 1,2,4 . Results of a study that analyzed the impact of language abilities on navigational skills revealed that language skills were not a good predictor of navigational skills among children 8 .…”

Section: Introductionmentioning

confidence: 99%

“…They found that cognitive flexibility impacted navigational skills for this population. The method described in this paper conducted by Robillard, Mayer-Crittenden, Roy-Charland, Minor-Corriveau and Bélanger has been published in 2013 1 . Rondeau, Robillard and Roy-Charland also used this method in a similar study 2 .…”

Section: Introductionmentioning

confidence: 99%

“…The cognitive factors that will be addressed in this study are: sustained attention, categorization, cognitive flexibility and fluid reasoning. See Robillard and collaborators for a description of these cognitive factors 1 .…”

Section: Introductionmentioning

confidence: 99%

“…Navigational skills are important when trying to find symbols within a speech-generating device (SGD) that has a dynamic screen and taxonomical organization. The following skills have been found to impact children's ability to find symbols when navigating within the levels of an SGD: sustained attention, categorization, cognitive flexibility, and fluid reasoning 1,2 . According to past studies, working memory was not correlated with navigation 1,2 .…”

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confidence: 99%

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Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Robillard

Mayer-Crittenden

Roy-Charland

et al. 2015

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This paper describes an approach for measuring navigation accuracy relative to cognitive skills. The methodology behind the assessment will thus be clearly outlined in a step-by-step manner. Navigational skills are important when trying to find symbols within a speech-generating device (SGD) that has a dynamic screen and taxonomical organization. The following skills have been found to impact children's ability to find symbols when navigating within the levels of an SGD: sustained attention, categorization, cognitive flexibility, and fluid reasoning 1,2 . According to past studies, working memory was not correlated with navigation 1,2 .The materials needed for this method include a computerized tablet, an augmentative and alternative communication application, a booklet of symbols, and the Leiter International Performance Scale-Revised (Leiter-R) 3 . This method has been used in two previous studies. Robillard, Mayer-Crittenden, Roy-Charland, Minor-Corriveau and Bélanger 1 assessed typically developing children, while Rondeau, Robillard and RoyCharland 2 assessed children and adolescents with a diagnosis of Autism Spectrum Disorder. The direct observation of this method will facilitate the replication of this study for researchers. It will also help clinicians that work with children who have complex communication needs to determine the children's ability to navigate an SGD with taxonomical categorization.

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“…For both studies that used this methodology 1,2 , cognition was correlated to navigational scores. The higher the cognitive scores were, the higher were the navigational scores 1,2 .…”

Section: Representative Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Robillard

Mayer-Crittenden

Roy-Charland

et al. 2015

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Assessment of preschool‐age executive functions: A systematic review

Silva

Sousa‐Gomes

Fávero

et al. 2022

Clin Psychology and Psychoth

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Executive functions (EF) are higher‐order cognitive processes present in the prefrontal cortex and are fundamental in planning, executing and monitoring goal‐oriented behaviours. Evaluating EF in early stages of child development is essential for identifying any cognitive alterations in young children, given that it allows for early intervention and minimizes future complications. Additionally, it contributes to a better understanding of this construct in this age bracket, as well as its operational model. Study of EF has recently been the focus of multiple researchers; however, there is still a serious lack of instruments and measurements validated towards children's age bracket. This systematic review's main goal is to evaluate instruments and/or tasks that serve to evaluate and analyse EF and/or their components between the ages of 36 and 72 months. Forty‐nine studies were analysed, containing multiple tasks and tools oriented towards EF and their constituent components. Results indicate the existence of various tasks that grade the different components independently from one another; nevertheless, they also confirm the lack of any global measurement instrument or method. Therefore, this systematic review presents itself as an important contribution in the study of EF, stressing not only the importance of further investing into constructing and validating new and better tools for evaluating the construct but also the study of operating models of executive functioning, especially in an age bracket where comprehending it is notoriously difficult.

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