Early spectral EEG in preterm infants correlates with neurocognitive outcomes in late childhood

Background Evidence regarding the predictive value of early amplitude-integrated electroencephalography (aEEG)/EEG on neurodevelopmental outcomes at school age and beyond is lacking. We aimed to investigate whether there is an association between early postnatal EEG and neurocognitive outcomes in late childhood. Methods This study is an observational prospective cohort study of premature infants with a gestational age <28 weeks. The total absolute band powers (tABP) of the delta, theta, alpha, and beta bands were analyzed from EEG recordings during the first three days of life. At 10–12 years of age, neurocognitive outcomes were assessed using the Wechsler Intelligence Scale for Children 4th edition (WISC-IV), Vineland adaptive behavior scales 2nd edition, and Behavior Rating Inventory of Executive Function (BRIEF). The mean differences in tABP were assessed for individuals with normal versus unfavorable neurocognitive scores. Results Twenty-two infants were included. tABP values in all four frequency bands were significantly lower in infants with unfavorable results in the main composite scores (full intelligence quotient, adaptive behavior composite score, and global executive composite score) on all three tests (p < 0.05). Conclusions Early postnatal EEG has the potential to assist in predicting cognitive outcomes at 10–12 years of age in extremely premature infants <28 weeks’ gestation. Impact Evidence regarding the value of early postnatal EEG in long-term prognostication in preterm infants is limited. Our study suggests that early EEG spectral analysis correlates with neurocognitive outcomes in late childhood in extremely preterm infants. Early identification of infants at-risk of later impairment is important to initiate early and targeted follow-up and intervention.

Instructional Strategies for People With Profound Intellectual and Multiple Disabilities

Educating people with profound intellectual and multiple disabilities (PIMD)creates a number of challenges. One general challenge relates to identifying and successfully implementing instructional programs for developing and enhancing the person's adaptive behavior, such as teaching communication and social skills and increasing their overall level of engagement. The purpose of this chapter is to provide an overview of three main instructional approaches that have been applied to enhance engagement and adaptive behavior functioning among people with PIMD. These approaches are (1) intensive interaction, (2) systematic instruction, and (3) assistive technology. Two case studies are included to illustrate the use of assistive technology—specifically augmentative and alternative communication devices and micro-switches—with two adolescents with PIMD. This overview and the case studies suggest that the use of systematic instructional tactics to establish functional use of assistive technology can be an effective instructional approach for people with PIMD.

Emotional Intelligence in Individuals With Intellectual disability

This chapter is aimed to draw attention to the integrated understanding of an individual with intellectual disability. It is very well known that intellectual disability is described as significant inefficiency in cognitive skills like learning, reasoning, problem solving, and in adaptive behavior, but this is not all when the individual is considered as a whole. This is where emotional intelligence comes in to help the individual cope with the cognitive disability. This chapter will discuss emotional intelligence in people with intellectual disability and how understanding of this will lead to better management plans for individual with intellectual disability, which will in turn lead to better empowerment. Further, this chapter will discuss the research gaps in this area and future study scope.

Why it is hard to be happy with what we have: A reinforcement learning perspective

The pursuit of happiness is not easy. Habituation to positive changes in lifestyle and constant comparisons leave us unhappy even in the best of conditions. Given their disruptive impact, it remains a puzzle why habituation and comparisons have come to be a part of cognition in the first place. Here, we present computational evidence that suggests that these features might play an important role in promoting adaptive behavior. Using the framework of reinforcement learning, we explore the benefit of employing a reward function that, in addition to the reward provided by the underlying task, also depends on prior expectations and relative comparisons. We find that while agents equipped with this reward function are less "happy", they learn faster and significantly outperform standard reward-based agents in a wide range of environments. The fact that these features provide considerable adaptive benefits might explain why we have the propensity to keep wanting more, even if it contributes to depression, materialism, and overconsumption.

The Effectiveness of Portage Early Intervention Program in Improving Adaptive Behavior Skills with Intellectual Disorders

The aim of this study was to find the effectiveness of the Portage Program for Early Intervention in improving cognitive competencies of mothers with children having intellectual disabilities in applying portage program, and in developing those children&rsquo;s adaptive behavior. The experimental sample included 10 children from Irbid Governorate with simple intellectual disabilities, using single-group experimentation. To achieve the goal of the study, the Portage Program (second edition) was adopted as well as the cognitive competence scale for pre and post-test, and the adaptive behavior scale for children with intellectual disabilities. Data from the implemented scales were treated statistically using proper statistical methods. The study reached the following results: There were statistically significant differences at the level of significance (&alpha;=0.05) between the means of the pre- and post-test for performance of mothers of children with simple intellectual disabilities in the cognitive competence scale. There were statistically significant differences at the level of significance (&alpha;=0.05) between the pre- and post-test means for performance of children with simple intellectual disabilities in the adaptive behavior scale. There were statistically significant differences at the level of significance (&alpha;=0.05) between the post and follow up test means for performance of children with simple intellectual disabilities in the adaptive behavior scale. The study sets various recommendations in the fields of education and research. The results of the qualitative analysis indicated a noticeable improvement in the performance of the adaptive behavior skills of the individuals participated in study.

Attention Deficit/Hyperactivity Disorder Symptoms Impair Adaptive and Social Function in Children With Autism Spectrum Disorder

Background: Autism spectrum disorder (ASD) often co-exists with attention deficit/hyperactivity disorder (ADHD), which may aggravate functional impairment. However, it is unclear how comorbid ADHD symptoms influence the adaptive behavior and social interaction deficits of children with ASD.Methods: The study enrolled 340 children (ranging from 2 to 14 years) with ASD, with comorbid ASD and ADHD, or with typical development (TD). A psychological evaluation involving adaptive behavior and social function was conducted using the Vineland Adaptive Behavior Scale, Second Edition (VABS-II) and the Social Responsiveness Scale (SRS).Results: There was a high prevalence of ADHD symptoms (46.6%) in children with ASD, and children with ASD + ADHD presented the worse profile of ASD symptoms. The ASD + ADHD group had higher scores on VABS and lower scores on SRS in comparison with the ASD alone group and TD group. The regression analysis revealed that ASD symptoms and ADHD symptoms were significantly associated with greater impairments in adaptive behavior and social function. The ADHD symptoms were responsible for an additional 0.8% of the variance in adaptive behavior, and 9.5% of the variance in social function.Conclusions: More severe ASD symptoms and greater impairment in adaptive function and social ability were found in children with ASD and comorbid ADHD, highlighting the need to identify ADHD comorbidities early on in children with ASD and to reduce their negative impact on functioning.