Longitudinal Associations Across Prematurity, Attention, and Language in School-Age Children

Mahurin-Smith, Jamie; DeThorne, Laura S.; Petrill, Stephen A.

doi:10.1044/2017_jslhr-l-17-0015

Cited by 10 publications

(6 citation statements)

References 33 publications

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“…Interestingly, no group differences were seen for the language variables obtained from the language samples. In a follow-up study, Mahurin-Smith, DeThorne, and Petrill (2017) found that attention skills, as measured by a parent report of attention skills, partially mediated the relationship between prematurity and outcomes on the standardized assessment, suggesting that poor attention skills may have accounted for poorer performance on the standardized assessments.…”

Section: Resultsmentioning

confidence: 98%

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment

Imgrund

Loeb

Barlow

2019

J Speech Lang Hear Res

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Purpose Preschoolers born preterm are at an increased risk for the development of language impairments. The primary objective of this study was to document the expressive language skills of preschoolers born preterm through 2 assessment procedures, language sample analysis, and standardized assessment. A secondary objective was to investigate the role of nonlinguistic factors in standardized assessment scores. Method The language skills of 29 children born preterm (mean gestational age of 31 weeks) were compared to a group of 29 preschoolers born full term. Language samples were collected during free play and objective measures of semantic and grammatical skills were calculated. Likewise, grammatical and semantic measures of language were obtained from a standardized assessment. Information on nonlinguistic factors, including attention, hyperactivity, and nonverbal intelligence quotient, was also collected. Results The results of analyses of variance indicated that the children in the PT group had significantly poorer performance than the children born full term on all of the measures of language skill obtained from the language sample analysis. Group differences were found for only 1 measure of language skill obtained from the standardized assessments. Nonverbal factors were not found to account for group differences in assessment scores. Conclusions Generally, the children born preterm performed more poorly when language skill was measured via language sample analysis than standardized assessment. These findings underscore the importance of using language sample analysis in conjunction with standardized assessment in the evaluation of children's developing language skills.

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Section: Resultsmentioning

confidence: 98%

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment

Imgrund

Loeb

Barlow

2019

J Speech Lang Hear Res

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“…Third, cardiac measures change during phases of attention [Richards, ]. More vagal control during calm viewing could reflect stronger control of endogenous attention, and thus be important to domains that require focused attention like language learning [Mahurin‐Smith, DeThorne, & Petrill, ]. Indeed, higher fetal PNS activity predicts better language skills at 2.5 years [DiPietro, Bornstein, Hahn, Costigan, & Achy‐Brou, ].…”

Section: Introductionmentioning

confidence: 99%

Heart rate mean and variability as a biomarker for phenotypic variation in preschoolers with autism spectrum disorder

et al. 2018

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Cardiac activity, such as heart rate and heart rate variability, is linked to a wide range of psychological functions. This study shows that there is an association between heart rate and heart rate variability and language skills in young children with autism spectrum disorder (ASD). These results may help us understand what underlies individual differences in developmental abilities in young children with ASD.

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“…Language and attention represent two crucial cognitive processes in developing children. The relationship between these two cognitive processes has led to discussion in recent literature devoted both to typical development and to a range of developmental disorders in children (e.g., Calvo & Bialystok, 2014; Jongman, Roelofs, Scheper, & Meyer, 2017; Mahurin-Smith, deThorne, & Petrill, 2017). Language and attention may interact and shape each other in multiple ways.…”

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confidence: 99%

Attention in Bilingual Children With Developmental Language Disorder

Ebert

Rak

Slawny

et al. 2019

J Speech Lang Hear Res

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PurposeAttention and language are hypothesized to interact in bilingual children and in children with developmental language disorder (DLD). In children who are bilingual, attentional control may be enhanced by repeated experience regulating 2 languages. In children with DLD, subtle weaknesses in sustained attention may relate to impaired language processing. This study measured attentional control and sustained attention in monolingual and bilingual children with and without DLD in order to examine the potential influences of bilingualism and DLD, as well as their intersection, on attention.MethodMonolingual English-only and bilingual Spanish–English children aged 6–8 years were categorized into participant groups based on eligibility testing and parent interviews. Parent interviews included standardized assessment of language environment and parent concern regarding language. Participants completed 2 nonlinguistic computerized assessments: a flanker task to measure attentional control and a continuous performance task to measure sustained attention.ResultsOne hundred nine children met all eligibility criteria for inclusion in a participant group. Regression models predicting performance on the attention tasks were similar for both sustained attention and attentional control. For both tasks, DLD was a significant predictor, and bilingualism was not. Measuring bilingualism continuously using parent-reported exposure did not alter results.ConclusionsThis study found no evidence of a “bilingual cognitive advantage” on 2 types of attention among sequential Spanish–English bilingual children but also found a negative effect of DLD that was consistent across both types of attention and both bilingual and monolingual children. Results are consistent with the broader literature on subtle nonlinguistic deficits in children with DLD and suggest these deficits are minimally affected by diverse linguistic experience.

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Longitudinal Associations Across Prematurity, Attention, and Language in School-Age Children

Abstract: Attention abilities are associated with children's language performance even in the absence of an attention-deficit/hyperactivity disorder diagnosis. Clinical implications, particularly as related to assessment, are discussed.

Cited by 10 publications

References 33 publications

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment

Heart rate mean and variability as a biomarker for phenotypic variation in preschoolers with autism spectrum disorder

Attention in Bilingual Children With Developmental Language Disorder

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