Parent-child interaction and developmental outcomes in children with typical and elevated likelihood of autism

BackgroundEarly parent-child interactions have a critical impact on the developmental outcomes of the child. It has been reported that infants with a family history of autism and their parents may engage in different patterns of behaviours during interaction compared to those without a family history of autism. This study investigated the association of parent-child interactions with child developmental outcomes of those with typical and elevated likelihood of autism.MethodThis longitudinal study investigated the relationship between global attributes of parent-child interaction and the developmental outcomes of infant siblings with elevated likelihood (EL: n = 29) or typical likelihood (TL: n = 39) of developing autism. Parent-child interactions were recorded during a session of free-play when the infants were six months of age. Developmental assessments were carried out when the children were 12 and 24 months of age.ResultsThe intensity of mutuality was significantly higher in the TL group than in the EL group, and developmental outcomes were poorer in the EL group when compared to the TL group. Positive associations between parent-child interaction scores at six months and developmental outcomes at 12 months were observed only in the TL group. However, in the EL group, higher levels of infant positive affect and attentiveness paid to the caregiver is associated with lower autism symptoms. Due to the sample size and design of the study, the findings must be viewed as indicative.ConclusionThis preliminary investigation demonstrated differences in the association between parent-child interaction quality and developmental outcomes for children with typical and elevated likelihood for autism. Future studies should combine micro-analytic and macro-analytic approaches to parent-child interaction to further examine the nature of this relationship.     

Memory for verbal and nonverbal stimuli in learning disability subgroups: analysis by selective reminding

Memory for verbal and nonverbal stimuli was evaluated using selective reminding procedures in normal achieving children and four groups of disabled learners: (1) reading-spelling disabled (R-S); (2) reading-spelling-arithmetic disabled (R-S-A); (3) spelling-arithmetic disabled (S-A); and (4) arithmetic disabled (A). Each child received two analogous free-list memory tasks, one for verbal material (animal names) and the other for nonverbal material (random dot patterns). These tasks were administered using selective reminding procedures that permit separation of storage and retrieval aspects of memory by reminding children only of those words not recalled on previous trials. Results revealed that relative to controls, the A and S-A children had significantly lower storage and retrieval scores on the nonverbal task, but did not differ on the verbal task; the R-S children differed only on retrieval scores from the verbal task; and the R-S-A children on retrieval scores on the verbal task and storage and retrieval scores on the nonverbal task. Thus, results indicate that the memory performance of disabled learners varies according to (1) the type of learning problem (arithmetic vs reading), (2) the nature of the stimuli (verbal vs nonverbal), and (3) the aspect of memory being assessed (storage vs retrieval). This study provides external validation for the classification of disabled learners according to patterns of academic achievement, demonstrating a useful procedure for dealing with the intrasubject variability characteristic of disabled learners.     

Neural correlates of temporal auditory processing in developmental dyslexia during German vowel length discrimination: an fMRI study

This fMRI study investigated phonological vs. auditory temporal processing in developmental dyslexia by means of a German vowel length discrimination paradigm (Groth, Lachmann, Riecker, Muthmann, & Steinbrink, 2011). Behavioral and fMRI data were collected from dyslexics and controls while performing same-different judgments of vowel duration in two experimental conditions. In the temporal, but not in the phonological condition, hemodynamic brain activation was observed bilaterally within the anterior insular cortices in both groups and within the left inferior frontal gyrus (IFG) in controls, indicating that the left IFG and the anterior insular cortices are part of a neural network involved in temporal auditory processing. Group subtraction analyses did not demonstrate significant effects. However, in a subgroup analysis, participants performing low in the temporal condition (all dyslexic) showed decreased activation of the insular cortices and the left IFG, suggesting that this processing network might form the neural basis of temporal auditory processing deficits in dyslexia.     

Effects of exercise intervention on event-related potential and task performance indices of attention networks in children with developmental coordination disorder

The study investigated whether 10-week soccer training can benefit the inhibitory control and neuroelectric indices in children with developmental coordination disorder (DCD). Fifty-one children were divided into groups of typically developing (TD, n=21), DCD-training (n=16), and DCD non-training (n=14) individuals using the for Children test, and, before and after training, were assessed with the visuospatial attention orienting task with their lower extremities, while brain event-related potentials (ERPs) were concurrently recorded. The results indicated that, when compared to TD children, children with DCD responded significantly more slowly across conditions of the visuospatial attention orienting task and showed a deficit of inhibitory control capacity in their lower extremities, whereas no group differences were observed for the accuracy rate. Neuroelectric data indicated that, before training, P3 amplitude was smaller and P3 latency was slower for both DCD groups compared to TD children across conditions of the visuospatial attention orienting task; after training, the beneficial effects were seen in the strength of inhibitory control and P3 latency in the DCD-training group. The data suggest that soccer training resulted in significant improvements in ERP and task performance indices for the children with DCD.     

Dynamic touch is affected in children with cerebral palsy

Children with developmental disorders such as cerebral palsy have limited opportunities for effortful interactions with objects and tools. The goal of the study was to investigate whether children with cerebral palsy have deficits in their ability to perceive object length by dynamic touch when compared to typically developing children. Fourteen children with typical development and 12 children with cerebral palsy were asked to report the length of hand-held rods after wielding them out of sight. Multilevel regression models indicated that I₁ (maximum principal moment of inertia) was a significant predictor of perceived length – L_P (p < .0001). The effect of I₁ on L_P was significantly different among children (p = .001) and the presence of cerebral palsy (group factor) partially explained such variance (p = .002). In addition, accuracy and reliability of the length judgments made by children with cerebral palsy were significantly lower than the typically developing children (p < .05). Theoretical and clinical implications of these results were identified and discussed.     

Stability of young children's attachment representations: Influence of children's and caregiver's characteristics

This research explores the stability of attachment representations, assessed by the Attachment Story Completion Task, within early childhood. Hypotheses were also formed about the influence of parenting, externalizing behavior and intelligence quotient (IQ) on the developmental course of children's attachment representations. Data were collected from 358 French-speaking Belgian children. Security and disorganization showed a linear improvement with age. The effect of time on the two growth curves was influenced by the child's externalizing behavior. When language abilities were controlled for in a subsample of referred children for externalizing behavior, the growth in security was found to be influenced by reasoning IQ, but the effects for disorganization were unchanged. The implications of the results for both research and clinical purposes are discussed.     

Children,childhood, and development in evolutionary perspective

We examine children, childhood, and development from an evolutionary perspective. We begin by reviewing major assumptions of evolutionary–developmental psychology, including the integration of “soft” developmental systems theory with ideas from mainstream evolutionary psychology. We then discuss the concept of adaptive developmental plasticity and describe the core evolutionary concept of developmental programming and some of its applications to human development, as instantiated in life history theory and the theory of differential susceptibility to environmental influence. We then discuss the concept of adaptation from an evolutionary–developmental perspective, including ontogenetic and deferred adaptations, and examine the development of some adaptations of infancy and childhood from the domains of folk psychology and folk physics. We conclude that evolutionary theory can serve as a metatheory for developmental science.