scholarly journals DETERMINATION OF CORRELATIONS BETWEEN SUBJECTS’ PSYCHOPHYSIOLOGICAL PARAMETERS AND THE RESULTS OF THE PERCEPTUAL EXPERIMENT

2021 ◽  
Author(s):  
Aleksey Grigorev ◽  
◽  
Viktor Gorodnyi
Keyword(s):  
Medical Students ◽  
Developmental Disorders ◽  
Native Speakers ◽  
Methodological Approach ◽  
Autism Spectrum ◽  
Russian Science ◽  
Lateral Asymmetry ◽  
Lateral Preference ◽  
Before And After ◽  
Atypical Development

"Nowadays in Russia, there are insufficient systematized data on the degree of preparedness of medical students and graduates to interact with children with atypical development (AD). We have developed a methodological approach to assess the interaction of medical students with AD children. The work uses a perceptual experiment during which students are presented with test sequences containing speech signals of children with typical development (TD) and AD (Down syndrome, autism spectrum disorders). During the perceptual experiment, the listeners’ behavior was being video-recorded in parallel to verify their answers using the FaceReader software determining the true emotional state by their facial expression. The students’ psycho-emotional status was evaluated using a battery of psychological tests before and after the perceptual experiment. Additionally, the subjects’ psychophysiological and physiological parameters were determined. At the first stage of the work, the speech of 16 TD and AD children (11 boys and 5 girls) was used, the listeners were 25 1st-year pediatric students and 5 experts in the field of child speech. The statistical analysis revealed correlations between the listeners’ psychophysiological characteristics (Russian-native speakers): the profile of functional lateral asymmetry, formation indicators of the phonemic hearing, the coefficient of lateral preference by speech and the success in recognizing the children’s gender, age, psychoneurological state (TD – developmental disorders), and the severity of disorders in AD children. The acoustic parameters of words classified by experts as “legible” and “illegible” were determined. The work is financially supported by the Russian Science Foundation (project 19–78–00057)."

scholarly journals Efficient Collection and Representation of Preverbal Data in Typical and Atypical Development

2020 ◽  
Vol 44 (4) ◽  
pp. 419-436 ◽  
Author(s):  
Florian B. Pokorny ◽  
Katrin D. Bartl-Pokorny ◽  
Dajie Zhang ◽  
Peter B. Marschik ◽  
Dagmar Schuller ◽  
...  
Keyword(s):  
Developmental Disorders ◽  
Audio Signal ◽  
Data Representation ◽  
Autism Spectrum ◽  
Research Trends ◽  
Special Focus ◽  
Typical Development ◽  
Audio Analysis ◽  
Novel Approaches ◽  
Atypical Development

Abstract Human preverbal development refers to the period of steadily increasing vocal capacities until the emergence of a child’s first meaningful words. Over the last decades, research has intensively focused on preverbal behavior in typical development. Preverbal vocal patterns have been phonetically classified and acoustically characterized. More recently, specific preverbal phenomena were discussed to play a role as early indicators of atypical development. Recent advancements in audio signal processing and machine learning have allowed for novel approaches in preverbal behavior analysis including automatic vocalization-based differentiation of typically and atypically developing individuals. In this paper, we give a methodological overview of current strategies for collecting and acoustically representing preverbal data for intelligent audio analysis paradigms. Efficiency in the context of data collection and data representation is discussed. Following current research trends, we set a special focus on challenges that arise when dealing with preverbal data of individuals with late detected developmental disorders, such as autism spectrum disorder or Rett syndrome.

scholarly journals The Utility of Pharmacogenetic-Guided Psychotropic Medication Selection for Pediatric Patients: A Retrospective Study

2021 ◽  
Vol 13 (3) ◽  
pp. 421-433
Author(s):  
Merlin Ariefdjohan ◽  
Yee Ming Lee ◽  
Danielle L. Stutzman ◽  
Sean LeNoue ◽  
Marianne Z. Wamboldt
Keyword(s):  
Drug Interactions ◽  
Psychotropic Medication ◽  
Developmental Disorders ◽  
Pediatric Patients ◽  
Autism Spectrum ◽  
Child And Adolescent Psychiatry ◽  
Mood Stabilizers ◽  
Test Results ◽  
Pharmacogenetic Testing ◽  
Before And After

Background: To describe trends and clinical experiences in applying commercial pharmacogenetic testing among pediatric patients with neuropsychiatric disorders. Methods: Demographic and clinical data of patients receiving GeneSight® testing from January 2015 to November 2016 at an urban pediatric hospital were retrospectively extracted from medical charts. Outcome data included pharmacogenetic test results and medication prescriptions before and after the test. Results: A total of 450 patients (12.1 ± 4.3 years) diagnosed with anxiety disorder, attention deficit hyperactivity disorder, developmental disorders including autism, and/or a mood disorder received testing, and 435 of them were prescribed medications. Comparing data before and after testing, the total number of psychotropic prescriptions were reduced by 27.2% and the number of prescribed medications with severe gene-drug interactions decreased from 165 to 95 (11.4% to 8.9% of total medications prescribed). Approximately 40% of actionable genetic annotation were related to CYP2CD6 and CYP2C19. Patients of Asian descent had significantly higher likelihood than other races of being classified as poor to intermediate metabolizers of antidepressants, mood stabilizers, and antipsychotics (p = 0.008, 0.007, and 0.001, respectively). Diagnoses, including autism spectrum disorder, were not associated with increased risks of severe gene-drug interactions. Conclusions: Pharmacogenetic testing in child and adolescent psychiatry is currently based on few clinically actionable genes validated by CPIC and/or FDA. Although this approach can be moderately utilized to guide psychotropic medication prescribing for pediatric patients with psychiatric disorders, clinicians should cautiously interpret test results while still relying on clinical experience and judgment to direct the final selection of medication.

Prosody in Children with Atypical Development

2020 ◽  
pp. 581-593
Author(s):  
Rhea Paul ◽  
Elizabeth Schoen Simmons ◽  
James Mahshie
Keyword(s):  
Developmental Disabilities ◽  
Developmental Disorders ◽  
Language Disorder ◽  
Autism Spectrum ◽  
Assessment And Treatment ◽  
Primary Disorder ◽  
Atypical Development ◽  
Using Data ◽  
The Impact ◽  
Electrophysiologic Studies

Atypicalities of communication development are among the most common developmental disabilities. As an aspect of communication, prosody is frequently affected in children with atypical development, sometimes as one concomitant of a primary disorder and, in rarer cases, as a prominent feature of the communication profile. This chapter reviews four developmental disorders in which prosody is frequently impaired: autism spectrum disorder, developmental language disorder, cerebral palsy, and hearing loss. Brief descriptions of the impact of each of these disorders on communicative function will be presented. Effects on prosody, including prevalence of prosodic dysfunction within each disorder and the perceptual and acoustic characteristics of the associated prosodic deficits, will be explored. Strategies for assessing and treating prosodic deficits in current clinical use will be outlined. Discussion will focus on potential a etiologies for the observed prosodic deficits, using data from behavioural, genetic, neuroimaging, and electrophysiologic studies, as well as the interpretation of findings on prosodic atypicalities in light of current linguistic, psycholinguistic, and neurolinguistic understanding of language function. Recommendations for further research on the characteristics, assessment, and treatment of prosodic disorders in developmental disabilities will be provided.

scholarly journals Strategies of Speech Interaction between Adults and Preschool Children with Typical and Atypical Development

2019 ◽  
Vol 9 (12) ◽  
pp. 159 ◽  
Author(s):  
Elena Lyakso ◽  
Olga Frolova ◽  
Aleksey Grigorev ◽  
Viktor Gorodnyi ◽  
Aleksandr Nikolaev
Keyword(s):  
Developmental Disorders ◽  
Autism Spectrum ◽  
Speech Development ◽  
Typically Developing ◽  
Behavior Strategies ◽  
Speech Interaction ◽  
Phonetic Features ◽  
Atypical Development ◽  
High Level ◽  
Children's Speech

The goal of this research is to study the speech strategies of adults’ interactions with 4–7-year-old children. The participants are “mother–child” dyads with typically developing (TD, n = 40) children, children with autism spectrum disorders (ASDs, n = 20), Down syndrome (DS, n = 10), and “experimenter–orphan” pairs (n = 20). Spectrographic, linguistic, phonetic, and perceptual analyses (n = 465 listeners) of children’s speech and mothers’ speech (MS) are executed. The analysis of audio records by listeners (n = 10) and the elements of nonverbal behavior on the basis of video records by experts (n = 5) are made. Differences in the speech behavior strategies of mothers during interactions with TD children, children with ASD, and children with DS are revealed. The different strategies of “mother–child” interactions depending on the severity of the child’s developmental disorders and the child’s age are described. The same features of MS addressed to TD children with low levels of speech formation are used in MS directed to children with atypical development. The acoustic features of MS correlated with a high level of TD child speech development do not lead to a similar correlation in dyads with ASD and DS children. The perceptual and phonetic features of the speech of children of all groups are described.

Dense home-based recordings reveal typical and atypical development of tense/aspect in a child with delayed language development

2017 ◽  
Vol 45 (1) ◽  
pp. 1-34 ◽  
Author(s):  
IRIS CHIN ◽  
MATTHEW S. GOODWIN ◽  
SOROUSH VOSOUGHI ◽  
DEB ROY ◽  
LETITIA R. NAIGLES
Keyword(s):  
Developmental Disorders ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Video Recordings ◽  
Home Based ◽  
Atypical Development ◽  
Production Frequency ◽  
Audio Video ◽  
Children's Speech ◽  
Delayed Language Development

AbstractStudies investigating the development of tense/aspect in children with developmental disorders have focused on production frequency and/or relied on short spontaneous speech samples. How children with developmental disorders use future forms/constructions is also unknown. The current study expands this literature by examining frequency, consistency, and productivity of past, present, and future usage, using the Speechome Recorder, which enables collection of dense, longitudinal audio-video recordings of children's speech. Samples were collected longitudinally in a child who was previously diagnosed with autism spectrum disorder, but at the time of the study exhibited only language delay [Audrey], and a typically developing child [Cleo]. While Audrey was comparable to Cleo in frequency and productivity of tense/aspect use, she was atypical in her consistency and production of an unattested future form. Examining additional measures of densely collected speech samples may reveal subtle atypicalities that are missed when relying on only few typical measures of acquisition.

scholarly journals Evaluating the Implementation of the “Build-Back-Better” Concept for Critical Infrastructure Systems: Lessons from Saint-Martin’s Island Following Hurricane Irma

2021 ◽  
Vol 13 (6) ◽  
pp. 3133
Author(s):  
Rita Der Sarkissian ◽  
Anas Dabaj ◽  
Youssef Diab ◽  
Marc Vuillet
Keyword(s):  
Decision Making ◽  
Conceptual Analysis ◽  
Scientific Literature ◽  
Critical Infrastructure ◽  
Methodological Approach ◽  
Infrastructure Systems ◽  
Before And After ◽  
Study Offer ◽  
Hurricane Irma ◽  
Operational Aspects

A limited number of studies in the scientific literature discuss the “Build-Back-Better” (BBB) critical infrastructure (CI) concept. Investigations of its operational aspects and its efficient implementation are even rarer. The term “Better” in BBB is often confusing to practitioners and leads to unclear and non-uniform objectives for guiding accurate decision-making. In an attempt to fill these gaps, this study offers a conceptual analysis of BBB’s operational aspects by examining the term “Better”. In its methodological approach, this study evaluates the state of Saint-Martin’s CI before and after Hurricane Irma and, accordingly, reveals the indicators to assess during reconstruction projects. The proposed methods offer practitioners a guidance tool for planning efficient BBB CI projects or for evaluating ongoing programs through the established BBB evaluation grid. Key findings of the study offer insights and a new conceptual equation of the BBB CI by revealing the holistic and interdisciplinary connotations behind the term “Better” CI: “Build-Back-resilient”, “Build-Back-sustainable”, and “Build-Back-accessible to all and upgraded CI”. The proposed explanations can facilitate the efficient application of BBB for CI by operators, stakeholders, and practitioners and can help them to contextualize the term “Better” with respect to their area and its CI systems.

scholarly journals A Theoretical Framework for the Development of Views of One’s Own Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 6-6
Author(s):  
Sarah Marrs ◽  
Jennifer Inker ◽  
Madeline McIntyre ◽  
Leland Waters ◽  
Tracey Gendron
Keyword(s):  
Older Adults ◽  
Medical Students ◽  
Assisted Living ◽  
Health Professions ◽  
Theoretical Framework ◽  
Community Dwelling ◽  
Mentoring Program ◽  
Term Care ◽  
Before And After ◽  
Students Attitudes

Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among all health professions and within assisted living and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). There is reason to believe that how we feel about other older adults is a reflection of how we feel about ourselves as aging individuals. As part of an evaluation of a Senior Mentoring program, we found that students’ attitudes towards older adults were not significantly improved (t (92) = .38, p = .70). To further explore this, we collected subsequent qualitative data. Specifically, we asked students to respond to the open-ended prompt before and after completing their senior mentoring program: How do you feel about your own aging? Our findings have revealed just how complex students’ views towards aging and elderhood are, pointing to a need to develop a theoretical framework for how these views are formed. Thus, the results of this qualitative grounded theory study illustrate the stages of development medical students’ progress through as they come to accept themselves as aging humans.

scholarly journals Early Diagnostics and Early Intervention in Neurodevelopmental Disorders—Age-Dependent Challenges and Opportunities

2021 ◽  
Vol 10 (4) ◽  
pp. 861
Author(s):  
Mijna Hadders-Algra
Keyword(s):  
Early Intervention ◽  
High Risk ◽  
Early Detection ◽  
Developmental Disorders ◽  
Familial Risk ◽  
Brain Structures ◽  
Autism Spectrum ◽  
First Year ◽  
Early Diagnostics ◽  
Challenges And Opportunities

This review discusses early diagnostics and early intervention in developmental disorders in the light of brain development. The best instruments for early detection of cerebral palsy (CP) with or without intellectual disability are neonatal magnetic resonance imaging, general movements assessment at 2–4 months and from 2–4 months onwards, the Hammersmith Infant Neurological Examination and Standardized Infant NeuroDevelopmental Assessment. Early detection of autism spectrum disorders (ASD) is difficult; its first signs emerge at the end of the first year. Prediction with the Modified Checklist for Autism in Toddlers and Infant Toddler Checklist is possible to some extent and improves during the second year, especially in children at familial risk of ASD. Thus, prediction improves substantially when transient brain structures have been replaced by permanent circuitries. At around 3 months the cortical subplate has dissolved in primary motor and sensory cortices; around 12 months the cortical subplate in prefrontal and parieto-temporal cortices and cerebellar external granular layer have disappeared. This review stresses that families are pivotal in early intervention. It summarizes evidence on the effectiveness of early intervention in medically fragile neonates, infants at low to moderate risk, infants with or at high risk of CP and with or at high risk of ASD.

scholarly journals How does participation in a voluntary prize exam affect medical students’ knowledge and interest in ENT, plastic surgery, ophthalmology and dermatology?

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Razan Nour ◽  
Kerry Jobling ◽  
Alasdair Mayer ◽  
Salma Babikir
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Pilot Project ◽  
Junior Doctors ◽  
Free Text ◽  
Medical Specialties ◽  
Spare Time ◽  
Before And After ◽  
To Receive ◽  
Interest And Knowledge

Abstract Background Otolaryngology (ENT), plastic surgery, ophthalmology and dermatology are medical specialties which tend to receive less coverage in UK medical school curricula compared to larger, generalist specialties. As a result, there are fewer opportunities for medical students to learn and to cultivate an interest. There are numerous papers that report concerns about junior doctors’ ability to manage conditions within these specialties, which may jeopardise patient safety. The aim of our pilot project was to increase medical students’ interest and knowledge of ENT, plastic surgery, ophthalmology and dermatology. In addition to describing our project, we present and discuss literature on UK undergraduate education in these specialties and its impact on preparedness of junior doctors and future career choices. Methods One hundred twelve final year medical students at Newcastle University were invited to take part in a voluntary two-part (written and clinical) exam, in which prizes could be won and all participants would receive a certificate of participation. We distributed two online surveys to the students, one administered before the exam and one afterwards. Data was collected regarding the students’ motivation for entering the prize exam and the students’ baseline interest and knowledge in these specialties before and after the prize exam. Free-text responses were collected about the students’ opinion of the project and whether participation was beneficial. Results Sixteen students participated in the exam. There was a statistically significant increase in the students’ knowledge in ENT (p < 0.000), plastic surgery (p < 0.000), ophthalmology (p < 0.028) and dermatology (p < 0.012) after participation in the exam, but not in their interest levels. ENT was the preferred specialty of our cohort. The students reported that they found participation beneficial to their learning, particularly receiving exam feedback and explanations to exam questions. Conclusions This pilot project was a useful intervention in increasing medical students’ knowledge in these specialties, but not in their levels of interest. It also demonstrates that medical students are willing to participate in voluntary initiatives (in their spare time) to gain more learning opportunities and that medical students value timely exam feedback to guide their revision.

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