Introduction: Young children are often unable to remain still for magnetic resonance imaging (MRI), leading to unusable images. Various preparation methods may increase success, though it is unclear which factors best predict success. Here, in a retrospective sample, we describe factors associated with successful scanning in unsedated young children. We hypothesized that the mock scanner training and fewer behavior problems would result in higher success rates.Methods: We recruited 134 children aged 2.0–5.0 years for an MRI study. We compared success between children whose parents opted for mock scanner training (n = 20) or not (n = 114), and evaluated demographic and cognitive factors that predicted success.Results: Ninety-seven children (72%) completed at least one MRI sequence successfully on their first try; 64 children (48%) provided high-quality data for all 3 structural imaging sequences. Cognitive scores were higher in successful than unsuccessful children. Children who received mock scanner training were no more likely to be successful than children without, though they had slightly higher scores on T1 image quality.Conclusions: Our data shows that scanning with minimial preparation is possible in young children, and suggests limited advantages of mock scanner preparation for healthy young children.Cognitive ability may predict success.

Magnetic resonance imaging (MRI) studies show that bilingual adults display structural and functional brain alterations, especially in the inferior frontal gyrus (IFG), dependent on when they learned their second language. However, it is unclear whether these differences are due to early exposure to another language, or to lifelong adaptation. We studied 22 children aged 3-5 years growing up in a multilingual environment and 22 age- and sex-matched controls exposed to an English-only environment. Resting-state functional MRI and T1-weighted MRI were used to assess functional connectivity and structure of the IFG. Children in a multilingual environment had higher functional connectivity between the left IFG and dorsal language and attention areas compared to children from a monolingual environment. Children in a multilingual environment also displayed decreased functional connectivity to temporal, anterior cingulate, and prefrontal areas. No significant group differences in IFG structure were observed. Our results suggest a more integrated functional language network, which is more segregated from other networks, in children who grow up in a multilingual environment. These findings suggest that functional alterations to the IFG due to second language learning occur early, while structural changes may not be apparent until later.

Objective. Young children are often unable to remain still for magnetic resonance imaging (MRI).Various preparation methods have been reported to avoid sedation or anesthesia, with mixed success rates and feasibility. Here we describe a time-efficient preparation method and factors associated with successful scanning in young chdilren.We recruited 134 children aged 2.0-5.0 years for an MRI study. Some children completed a training session on a mock scanner, and all children received a 15-20 minute introduction to scanning procedures immediately before their scan. We compared success between children receiving mock scanner training or not, and evaluated demographic or cognitive factors that predicted success.Results. 97 children (72%) completed at least one sequence successfully; 64 children provided highquality data for all 3 sequences. Cognitive scores were higher in successful children, but children who received mock scanner training were less likely to be successful. A case-controlled comparison of children matched on age, gender, and cognitive scores found no differences between children receiving training or not.We present a quick method for preparing young children for awake MRI scans. Our data suggests limited advantages of mock scanner preparation for healthy young children, and that cognitive abilities may help predict success.

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