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Trajectories of cognitive development in toddlers with language delays.

ABSTRACT: BACKGROUND:Toddlers with early language delays (LD) are at risk for developmental difficulties, including autism spectrum disorder (ASD). However, little is known about early cognitive skill acquisition in this population. AIMS:To explore heterogeneity in cognitive development in toddlers with significant LD (n?=?30) or typical development (n?=?61), and how this relates to 36-month outcomes (ASD, non-ASD delays, or no delays). METHODS:Growth mixture modeling of nonverbal and verbal mental age (NVMA, VMA) scores from the Mullen Scales of Early Learning was conducted with data from 18, 24 and 36 months. RESULTS:A two-class NVMA solution was selected (Age Appropriate, 82%, Delayed, 18%); class membership was related to the no delay outcome, and although the proportion of toddlers with ASD in the Age-Expected class was 17% compared to 50% of toddlers with non-ASD delays, this difference was not statistically significant. The best-fitting model for VMA included three classes: Age Appropriate (66%), Delay Catch-Up (23%), Delayed (11%); class assignment differed by outcome. Children in the Delay Catch-Up class were more likely to have non-ASD delays compared to ASD, while the reverse was true in the Delayed class. CONCLUSIONS:Cognitive development in toddlers with LD is heterogeneous, and delayed verbal trajectories relate to later ASD diagnosis.

SUBMITTER: Henry L

PROVIDER: S-EPMC6325633 | biostudies-literature | 2018 Oct

REPOSITORIES: biostudies-literature

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Trajectories of cognitive development in toddlers with language delays.

Henry Laura L Farmer Cristan C Manwaring Stacy S SS Swineford Lauren L Thurm Audrey A

Research in developmental disabilities 20180424

<h4>Background</h4>Toddlers with early language delays (LD) are at risk for developmental difficulties, including autism spectrum disorder (ASD). However, little is known about early cognitive skill acquisition in this population.<h4>Aims</h4>To explore heterogeneity in cognitive development in toddlers with significant LD (n = 30) or typical development (n = 61), and how this relates to 36-month outcomes (ASD, non-ASD delays, or no delays).<h4>Methods</h4>Growth mixture modeling of nonverbal an ...[more]

PMID: 29699725

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Project description:IntroductionPrevious studies have focused on understanding parental attempts to record language development in children, across many typologically different languages. However, many of these studies restricted their assessment to children up to the age of 3 years. The aim of this paper was to move this boundary by examining language development in typically language developed children older than 3 years.MethodsUsing the Croatian version of the Communicative Development Inventories III (CDI-III-HR), we investigated the contribution of parental reports of a child's lexical, grammatical, and metalinguistic awareness abilities to general language abilities assessed by clinicians. Participants included the parents of 151 children between the ages of 30 to 48 months, who completed the CDI-III-HR and reported on their child's language abilities.ResultsOur results show that age is significantly associated with the lexical, grammatical, and metalinguistic awareness abilities of a child's language development. These findings confirm that all three abilities increase with age and that parents can perceive changes in a child's language development. The subsections of CDI-III-HR were moderately to strongly associated with each other, with the strongest association being between lexicon and grammar, suggesting that they remain closely related after the age of 30 months. Parental assessments of a child's language development are a better predictor of language production than language comprehension, with grammar making the most consistent and significant contribution.DiscussionThis study confirms that the development of grammatical abilities is the most prominent skill between the ages of 30 to 48 months and that parents can observe the transition in the child's language development through their usage of grammar in words to grammar in sentences. Based on the selected sample of children, we discovered different patterns of parental success in assessing the child's language ability. These findings indicate that parents can act as valuable sources of information regarding the child's language abilities, but clinical assessments of early language development should consider many other formal sources of information in addition to parental reports.

Project description:STUDY OBJECTIVES:To examine the prevalence and correlates of nighttime awakenings and to explore the association between sleep and cognitive development in a community sample of infants and toddlers. METHODS:A total of 590 healthy infants (aged 2-11 months) and 512 toddlers (aged 12-30 months) from 8 provinces of China were assessed for their sleep and cognitive development. Data on sleep duration and nighttime awakenings were collected through the Brief Infant Sleep Questionnaire. Cognitive development was assessed by trained pediatricians using the Bayley Scales of Infant Development. RESULTS:Prevalence of no nighttime awakening, and nighttime awakening(s) for 1×/night, 2×/night, and ≥ 3×/night was 6.8%, 20.2%, 33.2%, and 39.3% in infants, and was 25.8%, 34.6%, 23.8%, and 15.8% in toddlers, respectively. Nighttime awakenings were generally associated with younger age, lower maternal education level, and being currently breastfed. In addition, nighttime awakenings were associated with being boys in toddlers. After controlling for potential confounders, infants with nighttime awakenings for 2×/night were found to have significantly higher Mental Development Index (MDI) score, as compared to those without and those with more frequent nighttime awakenings. However, toddlers with nighttime awakenings for ≥ 3×/night had significantly lower MDI, as compared to those with fewer nighttime awakenings. Total sleep duration was not associated with any developmental indices in both infants and toddlers. CONCLUSIONS:Frequent nighttime awakenings are associated with poor cognitive functions in toddlers. Meanwhile, a nonlinear association between nighttime awakenings and cognitive performance was found among infants. The findings provide a developmental context for the effect of sleep on cognitive abilities in young children. Further longitudinal studies and interventional studies on the effects of parent-based sleep-focused intervention on cognitive abilities among young children are warranted.

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Trajectories of cognitive development in toddlers with language delays.

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Trajectories of cognitive development in toddlers with language delays.

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