How do 3-year-olds do on the NIH Toolbox Cognitive Battery?

Becker, Lindsey; Condy, Emma; Kaat, Aaron J.; Thurm, Audrey

doi:10.1080/09297049.2022.2100337

Cited by 7 publications

(3 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Missing data were particularly problematic for NIHTB-CB tests in the Fluid domain, notably Flanker and DCCS. These tasks are challenging for individuals with IDD 7 as well as individuals of young mental ages, including young typically developing children 57 . Unfortunately, missing scores on any individual NIHTB-CB test prohibits the generation of Fluid, Crystallized, and Composite scores.…”

Section: Discussionmentioning

confidence: 99%

Developmental Associations between Cognition and Adaptive Behavior in Intellectual and Developmental Disability

Dakopolos,

Condy,

Smith

et al. 2024

Preprint

Self Cite

View full text Add to dashboard Cite

Background. Intellectual and developmental disabilities (IDDs) are associated with both cognitive challenges and difficulties in conceptual, social, and practical areas of living (DSM–5). Individuals with IDD often present with an intellectual disability in addition to a developmental disability such as autism or Down syndrome. Those with IDD may present with deficits in intellectual functioning as well as adaptive functioning that interfere with independence and living skills. The present study sought to examine associations of longitudinal developmental change in domains of cognition (NIH Toolbox Cognition Battery, NIHTB-CB) and adaptive behavior domains (Vineland Adaptive Behavior Scales-3; VABS-3) including Socialization, Communication, and Daily Living Skills (DLS) over a two-year period. Methods. Eligible participants for this multisite longitudinal study included those who were between 6 and 26 years at Visit 1, and who had a diagnosis of, or suspected intellectual disability (ID), including borderline ID. Three groups were recruited, including those with fragile X syndrome, Down syndrome, and other/idiopathic intellectual disability. In order to examine the association of developmental change between cognitive and adaptive behavior domains, bivariate latent change score (BLCS) models were fit to compare change in the three cognitive domains measured by the NIHTB-CB (Fluid, Crystallized, Composite) and the three adaptive behavior domains measured by the VABS-3 (Communication, DLS, and Socialization). Results. Over a two-year period, change in cognition (both Crystalized and Composite) was significantly and positively associated with change in daily living skills. Also, baseline cognition level predicted growth in adaptive behavior, however baseline adaptive behavior did not predict growth in cognition in any model. Conclusions. The present study demonstrated that developmental improvements in cognition and adaptive behavior are associated in children and young adults with IDD, indicating the potential for cross-domain effects of intervention. Notably, improvements in Daily Living Skills on the VABS-3 emerged as a primary area of adaptive behavior that positively related to improvements in cognition. This work provides evidence for the clinical, “real life” meaningfulness of the NIHTB-CB in IDD, and important empirical support for the NIHTB-CB as a fit-for-purpose performance-based outcome measure for this population.

show abstract

Section: Discussionmentioning

confidence: 99%

Developmental Associations between Cognition and Adaptive Behavior in Intellectual and Developmental Disability

Dakopolos,

Condy,

Smith

et al. 2024

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…Another aspect is that although the NIHTB-CB is indicated to be suitable for 3–85 years of age, limitations to its utility for measuring executive functions in younger children have been acknowledged ( 26 , 35 ). Recent evidence suggests that 3 and 4-year-olds may not yet have fully developed the required skills to successfully complete the selected tests ( 71 , 72 ). In line with this, we observed a relatively high percentage of children not passing the practice trials at 3 and 4 years of age in our study.…”

Section: Discussionmentioning

confidence: 99%

Infant formula containing large, milk phospholipid-coated lipid droplets and dairy lipids affects cognitive performance at school age

Schipper,

Bartke,

Marintcheva-Petrova

et al. 2023

Front. Nutr.

View full text Add to dashboard Cite

BackgroundBreastfeeding has been positively associated with infant and child neurocognitive development and function. Contributing to this effect may be differences between human milk and infant formula in the milk lipid composition and milk fat globule structure.ObjectiveTo evaluate the effects of an infant formula mimicking human milk lipid composition and milk fat globule structure on childhood cognitive performance.MethodsIn a randomized, controlled trial, healthy term infants received until 4 months of age either a Standard infant formula (n = 108) or a Concept infant formula (n = 115) with large, milk phospholipid coated lipid droplets and containing dairy lipids. A breastfed reference group (n = 88) was included. Erythrocyte fatty acid composition was determined at 3 months of age. Neurocognitive function was assessed as exploratory follow-up outcome at 3, 4, and 5 years of age using the Flanker test, Dimensional Change Card Sort (DCCS) test and Picture Sequence Memory test from the National Institutes of Health Toolbox Cognition Battery. Mann–Whitney U test and Fisher exact test were used to compare groups.ResultsErythrocyte omega-6 to -3 long-chain polyunsaturated fatty acid ratio appeared to be lower in the Concept compared to the Standard group (P = 0.025). At age 5, only the Concept group was comparable to the Breastfed group in the highest reached levels on the Flanker test, and the DCCS computed score was higher in the Concept compared to the Standard group (P = 0.021).ConclusionThese outcomes suggest that exposure to an infant formula mimicking human milk lipid composition and milk fat globule structure positively affects child neurocognitive development. Underlying mechanisms may include a different omega-3 fatty acid status during the first months of life.Clinical trial registrationhttps://onderzoekmetmensen.nl/en/trial/28614, identifier NTR3683 and NTR5538.

show abstract

“…For example, McDermott et al [47] reported that 11% of participants 4-6 years of age had to be excluded. Becker and colleagues (2023) found 30% of participants 3 years of age failed to pass the practice trials on the standardized NIH Toolbox Flanker Task and 70% performed at or below chance level [48]. Simmering et al ([49]; Exp.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Evidence-Based Gamification and Machine Learning to Assess Preschool Executive Function: A Feasibility Study

Eng,

Tsegai-Moore,

Fisher

2024

Brain Sciences

View full text Add to dashboard Cite

Computerized assessments and digital games have become more prevalent in childhood, necessitating a systematic investigation of the effects of gamified executive function assessments on performance and engagement. This study examined the feasibility of incorporating gamification and a machine learning algorithm that adapts task difficulty to individual children’s performance into a traditional executive function task (i.e., Flanker Task) with children ages 3–5. The results demonstrated that performance on a gamified version of the Flanker Task was associated with performance on the traditional version of the task and standardized academic achievement outcomes. Furthermore, gamification grounded in learning science and developmental psychology theories applied to a traditional executive function measure increased children’s task enjoyment while preserving psychometric properties of the Flanker Task. Overall, this feasibility study indicates that gamification and adaptive machine learning algorithms can be successfully incorporated into executive function assessments with young children to increase enjoyment and reduce data loss with developmentally appropriate and intentional practices.

show abstract

How do 3-year-olds do on the NIH Toolbox Cognitive Battery?

Cited by 7 publications

References 58 publications

Developmental Associations between Cognition and Adaptive Behavior in Intellectual and Developmental Disability

Developmental Associations between Cognition and Adaptive Behavior in Intellectual and Developmental Disability

Infant formula containing large, milk phospholipid-coated lipid droplets and dairy lipids affects cognitive performance at school age

Incorporating Evidence-Based Gamification and Machine Learning to Assess Preschool Executive Function: A Feasibility Study

Contact Info

Product

Resources

About