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Children with arthrogryposis multiplex congenita (AMC) often demonstrate growth differences compared with typically developing (TD) children. However, growth charts have not been developed for this population. The purpose of this study was to create AMC-specific growth charts and to compare these values to those of TD children. A retrospective review of height/length and weight for 206 children with AMC was performed. Growth charts were developed and stratified over seven percentiles; these were then compared with growth charts of TD children. Children with AMC tend to be smaller in stature and weight compared with TD children, particularly in the first 36 months of life. Thereafter, weight values trend toward the 50th percentile of TD children, but height/length values persist around the 5th percentile of TD children. The development of AMC-specific growth charts provides health care providers an objective tool to evaluate growth patterns of patients with AMC. [ABSTRACT FROM AUTHOR]

To describe hand use development in children with unilateral cerebral palsy who did/did not participate in constraint-induced movement therapy (CIMT) before 7 years of age. The study included 334 participants (18 months–12 years) who were assessed with 1,565 Assisting Hand Assessments (AHAs) and categorized into no intensive training (NIT), CIMT (18 months–7 years), and Baby-CIMT (<18 months) groups. AHA performance at 18 months (AHA-18) was positively associated with development regardless of training. The CIMT group had lower AHA-18 performance than the NIT group (p =.028), but higher stable limit (p =.076). The age when 90% of development was reached was highest in the CIMT group (p =.014). Although non-significant, the Baby-CIMT group had higher mean curve than NIT and CIMT combined (AHA-18 p =.459, limit p =.477). The CIMT group improved more over time than the NIT group. Intensive training extended the window of development, and Baby-CIMT might promote early development. [ABSTRACT FROM AUTHOR]

Purpose: Physical activity (PA) is widely recognized as a key factor in promoting skeletal muscle growth, though little is known about the specific impact of PA on the skeletal muscle development of preschool children. The purpose of this study is to investigate whether there is a relationship between PA levels and skeletal muscle thickness in preschoolers. By exploring this relationship, we hope to gain a better understanding of how PA can be used to promote healthy skeletal muscle development in preschoolers. Methods: In this study, a total of 275 healthy Japanese preschoolers, aged 4–6 years, from seven nursery schools in the town of Togo were recruited. Participants were asked to wear an accelerometer for four consecutive days to record their daily steps and the amount of time spent in moderate-to-vigorous PA and t total physical activity. Muscle thickness (MTs) was measured using B-mode ultrasonography at four sites: the anterior and posterior thigh (AT and PT, respectively) and the anterior and posterior lower leg (AL and PL, respectively). Results: On weekdays, boys were found to be more physically active and engaged in significantly higher levels of total physical activity and moderate-to-vigorous PA than girls. Both boys and girls recorded more physical activity, daily steps, and higher levels of total physical activity and MVPA on weekdays compared to weekends. After adjusting for daylight duration, multivariable regression analyses revealed that increased total physical activity and moderate-to-vigorous PA were positively associated with greater muscle thickness size in the anterior tibialis (AT) and posterior lower leg (PL) muscles (β = 1.11 and β = 1.37 for AT, β = 1.18 and β = 0.94 for PL, p < 0.05) in Japanese preschoolers. Conclusions: The time spent involved in most of the different categories of moderate-to-vigorous PA was significantly higher for boys than for girls on the weekdays and weekends. Additionally, there was a positive correlation between time spent in moderate-to-vigorous PA and greater development of skeletal muscle in the lower body. [ABSTRACT FROM AUTHOR]

Objectives The Bayley Scales of Infant and Toddler Development (3rd ed.; Bayley III) are widely used to assess cognitive, language, and motor development of children aged 1--42 months. It is unclear whether or not the reference norms of the Bayley III are acceptable for use in other populations or lead to over- or underestimating the developmental status of target children. This study aimed to compare the Tehran norms to the reference norms. Materials & Methods We used Bayley III norms to assess cognitive, language, and motor development of 1,674 healthy children from health care centers in Tehran. Differences between the scaled scores were calculated based on the Tehran and reference norms. A one-sample multivariate analysis of variance (MANOVA) was used to control the mean difference scores over all subtests. When MANOVA showed significant differences between the scaled scores based on the Tehran and reference norms, we used univariate analysis to see which subtest and age group led to these significant differences. Finally, the proportions of children with low scores (scaled scores <7 or -1 SD and <4 or -2 SD) based on 2 norms were compared using the McNemar test to determine the over- or underestimation of developmental delay. Results The scaled scores based on the Tehran norms varied across values based on the reference norms in all subtests. The mean differences were significant in all 5 subtests (p < .05) with large effect sizes for receptive and expressive communication, fine and gross motor subtests of .20, .23, .14, and .25, respectively, as well as with a small effect size for the cognition subtest of .02. Large effect sizes for all age groups were found for cognition, expressive communication, and fine motor subtests. More children scored below 1 and 2 SD using the Tehran norms. Using the reference norms resulted in underestimation of developmental delay regarding cognitive, receptive and expressive communication, and fine and gross motor skills. Conclusion Population-specific norms should be used to identify children with low scores for referral and intervention. The Tehran norms differed from the reference norms for all subtests, and these differences were clinically significant. [ABSTRACT FROM AUTHOR]

Some reports suggest that there is an increase in the number of children identified as having developmental language impairment (Bercow, 2008). yet resource issues have meant that many speech and language therapy services have compromised provision in some way. Thus, efficient ways of identifying need and prioritizing intervention are required. Despite this, children’s natural change is rarely formally considered when intervention planning. The role of age, gender and non-verbal IQ in predicting change has also not always been considered. A longitudinal baseline period is important because it may guide teachers and language therapists towards different therapeutic aims/methods for different groups of children. This study reports on 22 children aged 4–7 identified by teachers as having language difficulties. All children took part in a classroom-based semantic language intervention in two phases, the first led by speech and language therapists (SLTs), followed by a phase led by trained learning support assistants (LSAs). Two Natural Change subgroups were compared: One group showed natural change in language over a six-week period before the intervention ran (n = 11; Baseline Improvers) whilst the other group did not show language change in this non-intervention period (n = 12; Baseline Non-Improvers). The groups were well matched on skills at study entry and differed only on score change without intervention. Language skills were assessed at three subsequent time points: pre-therapy, post-SLT-therapy and post-LSA-therapy. In the group as a whole, significant changes were seen across all language measures except expressive vocabulary. Non-verbal cognitive ability showed no change over time, and did not predict language change. There were important differences in the patterns shown by each subgroup depending on natural change without intervention. Notably, Baseline Non-Improvers changed during intervention more than Baseline Improvers. The results suggest that use of a longitudinal baseline may be useful when planning interventions and deciding where to focus limited resources. [ABSTRACT FROM AUTHOR]

The main objective of this study was to assess the developmental status of children living in the severely adverse environment of institutional care and the examination of risk factors with regard to developmental status, including degree of stunting and emotional-behavioral and anemia status. The Bayley Scales of Infant Development were used to assess development status in 103 children aged 14.9 months (SD = 6.8) in six Kazakh institutions. The Behavioral Rating Scales were used to assess emotional-behavioral regulation. Physical growth measures were converted to z scores using World Health Organization growth charts. Venous blood was collected for assessment of anemia. Our findings indicated that young children in institutions were developmentally compromised, with duration of institutional care correlated with the severity of delay. Negative predictors of developmental status included: Poor emotional-behavioral regulation, degree of stunting and age at assessment. A particularly large percentage of children were found to be anemic. Additionally, low birth weight was found to be a significant negative predictor of development. Our findings indicate that institutional care has a detrimental impact on the development and emotional regulation of young children. Time in institutional care is a negative predictor for cognitive status for children placed at birth. Moreover stunting was found to be a useful indicator of the degree of impact of early adversity on cognitive development. Particular attention is needed for special-needs children such as those with low birth weight, since their development was found to be more sensitive to early adversity than that of normal birth weight children. [ABSTRACT FROM AUTHOR]

Sensitivity to facial and vocal emotion is fundamental to children's social competence. Previous research has focused on children's facial emotion recognition, and few studies have investigated non-linguistic vocal emotion processing in childhood. We compared facial and vocal emotion recognition and processing biases in 4- to 11-year-olds and adults. Eighty-eight 4- to 11-year-olds and 21 adults participated. Participants viewed/listened to faces and voices (angry, happy, and sad) at three intensity levels (50%, 75%, and 100%). Non-linguistic tones were used. For each modality, participants completed an emotion identification task. Accuracy and bias for each emotion and modality were compared across 4- to 5-, 6- to 9- and 10- to 11-year-olds and adults. The results showed that children's emotion recognition improved with age; preschoolers were less accurate than other groups. Facial emotion recognition reached adult levels by 11 years, whereas vocal emotion recognition continued to develop in late childhood. Response bias decreased with age. For both modalities, sadness recognition was delayed across development relative to anger and happiness. The results demonstrate that developmental trajectories of emotion processing differ as a function of emotion type and stimulus modality. In addition, vocal emotion processing showed a more protracted developmental trajectory, compared to facial emotion processing. The results have important implications for programmes aiming to improve children's socio-emotional competence. [ABSTRACT FROM AUTHOR]

Background: Click-evoked auditory brainstem responses (ABRs) are a valuable tool for probing auditory system function and development. Although it has long been thought that the human auditory brainstem is fully mature by age 2 yr, recent evidence indicates a prolonged developmental trajectory. Purpose: The purpose of this study was to determine the time course of ABR maturation in a preschool population and fill a gap in the knowledge of development. Research Design: Using a cross-sectional design, we investigated the effect of age on absolute latencies, interwave latencies, and amplitudes (waves I, III, V) of the click-evoked ABR. Study Sample: A total of 71 preschoolers (ages 3.12-4.99 yr) participated in the study. All had normal peripheral auditory function and IQ. Data Collection and Analysis: ABRs to a rarefaction click stimulus presented at 31/sec and 80 dB SPL (73 dB nHL) were recorded monaurally using clinically-standard recording and filtering procedures while the participant sat watching a movie. Absolute latencies, interwave latencies, and amplitudes were then correlated to age. Results: Developmental changes were restricted to absolute latencies. Wave V latency decreased significantly with age, whereas wave I and III latencies remained stable, even in this restricted age range. Conclusions: The ABR does not remain static after age 2 yr, as seen by a systematic decrease in wave V latency between ages 3 and 5 yr. This finding suggests that the human brainstem has a continued developmental time course during the preschool years. Latency changes in the age 3-5 yr range should be considered when using ABRs as a metric of hearing health. [ABSTRACT FROM AUTHOR]

Purpose: The factors affecting frequency discrimination in school-age children are poorly understood. The goal of the present study was to evaluate developmental effects related to memory for pitch and the utilization of temporal fine structure. Method: Listeners were 5.1- to 13.6-year-olds and adults, all with normal hearing. A subgroup of children had musical training. The task was a 3-alternative forced choice in which listeners identified the interval with the higher frequency tone or the tone characterized by frequency modulation (FM). The standard was 500 or 5000 Hz, and the FM rate was either 2 or 20 Hz. Results: Thresholds tended to be higher for younger children than for older children and adults for all conditions, although this age effect was smaller for FM detection than for pure-tone frequency discrimination. Neither standard frequency nor modulation rate affected the child/adult difference FM thresholds. Children with musical training performed better than their peers on pure-tone frequency discrimination at 500 Hz. Conclusions: Testing frequency discrimination using a low-rate FM detection task may minimize effects related to cognitive factors like memory for pitch or training effects. Maturation of frequency discrimination does not appear to differ across conditions in which listeners are hypothesized to rely on temporal cues and place cues. [ABSTRACT FROM AUTHOR]

The article reports on research which was conducted to investigate the relationship between childhood aerobic fitness and successful street crossing. Researchers evaluated boys between the ages of eight and 10 years old who navigated street crossing in a virtual environment which featured a treadmill while undistracted, while listening to music or while talking on a hands-free cellular telephone. They found that in the collection of subjects who were studied, higher levels of childhood aerobic fitness appeared to attenuate the impairment which is usually associated with multitasking during street crossing.

The current study examined the role of maternal behaviour and toddlers' emotion regulation strategies in the development of children's sustained attention abilities. Participants for this study included 447 children (232 girls) obtained from three different cohorts participating in a larger ongoing longitudinal study. When the children were 2 years of age, mothers brought their children to the laboratory and were videotaped during several tasks designed to elicit emotion regulation and mother-child interaction. Sustained attention was also measured at the same visit via a laboratory task and in a subsequent visit when children were 4.5 years of age. Results indicated that toddlers' use of help-seeking emotion regulation strategies was positively related to sustained attention, while avoidance behaviours and maternal behaviour characterized by high levels of overcontrolling/intrusiveness were negatively related to sustained attention at age 2. Significant interactions emerged such that high levels of maternal warmth/responsiveness buffered the negative associations between low use of distraction and high use of self-comforting emotion regulation strategies and sustained attention at age 2. Maternal behaviour characterized by high levels of warmth/responsiveness also predicted greater growth in sustained attention from age 2 to 4.5. These findings are discussed in terms of how maternal behaviours and children's use of active versus passive emotion regulation strategies relate to sustained attention abilities. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the development of audiovisual integration in children with Autism Spectrum Disorder (ASD). Audiovisual integration was measured using the McGurk effect in children with ASD aged 7-16 years and typically developing children (control group) matched approximately for age, sex, nonverbal ability and verbal ability. Results showed that the children with ASD were delayed in visual accuracy and audiovisual integration compared to the control group. However, in the audiovisual integration measure, children with ASD appeared to 'catch-up' with their typically developing peers at the older age ranges. The suggestion that children with ASD show a deficit in audiovisual integration which diminishes with age has clinical implications for those assessing and treating these children. [ABSTRACT FROM AUTHOR]