Neuropsychological effects of second language exposure in Down syndrome

Edgin, Jamie O.; Kumar, Ajay; Spanò, Goffredina; Nadel, Lynn

doi:10.1111/j.1365-2788.2010.01362.x

Cited by 26 publications

(14 citation statements)

References 24 publications

(50 reference statements)

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“…al included both performance-based EF, using a validated battery of neuropsychological tasks developed for use in children and adults with Down Syndrome, and the same parent rating scale (BRIEF) as our study. 20 In their study, children had a similar average amount of second language exposure per week as in our study (33.6 vs. 36 hours). Their study was powered to detect any disadvantages from second language exposure with a medium-large effect size and failed to find such a disadvantage.…”

Section: Discussionsupporting

confidence: 58%

“…Their study was powered to detect any disadvantages from second language exposure with a medium-large effect size and failed to find such a disadvantage. 20 Though studies of children with ASD and bilingual exposure did not assess EF per se , they have found no disadvantage of bilingualism for language or cognitive scores. 21–23 …”

Section: Discussionmentioning

confidence: 99%

“…30 Given the young ages of participants and the large number of languages represented in our sample, we focused on language exposure rather than language competence 21,22 and a categorical threshold for exposure, similar to other studies. 13,20 Children in FT and PT groups were dichotomized into monolingual (-M) and bilingual (-B) groups based on a cutoff of 10 hours of nonprimary language exposure per week. We re-analyzed the data using alternative definitions of bilingual exposure, including simultaneous and sequential subcategories within the bilingual group.…”

Section: Methodsmentioning

confidence: 99%

“…A small study (N = 41) of children with Down Syndrome, age 7–18 years, found no group differences between the two language exposure group and the single language exposure group on any neuropsychological outcomes, including a battery of EF tasks and parent-rated EF skills. 20 A retrospective study of toddlers with autism spectrum disorders (ASD) (N = 80) found no differences in expressive and receptive language skills, cognitive functioning, and autistic features between monolingual and bilingual English-Spanish groups. 21 Other studies of preschool age children with ASD found that bilingually-exposed children did not experience additional delays in language development, but these studies did not specifically examine EF.…”

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confidence: 99%

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The Effect of Bilingual Exposure on Executive Function Skills in Preterm and Full-Term Preschoolers

Loe

Feldman

2016

J Dev Behav Pediatr

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Objective To evaluate the effects of bilingual exposure on executive function (EF) skills, measured by parent-rating and performance-based instruments, in preterm and full term preschoolers. Patients and methods Children age 3 to 5 years (mean 4.4) born preterm (PT; n=82) and full term (FT; n=79) had monolingual (PT-M, n=51; FT-M, n=53) or bilingual (PT-B, n=31; FT-B, n=26) language exposure. Groups were similar in age, gender and race but PT children had lower socioeconomic status (SES) than FT children. Parents completed a language questionnaire and diary and a standardized parent rating of EF skills. Children completed EF tasks that tap response inhibition, working memory, and cognitive flexibility. ANCOVA and logistic regression examined effects on EF of birth group (PT/FT), language status (M/B), and birth group by language status interaction, controlling for age and SES. Results Compared to children born FT, children born PT had significantly higher parent-rated EF scores and poorer performance on all but one EF task, both indicating more EF problems. No main effects of language status and no birth group by language status interactions were significant. Conclusions PT status was clearly associated with poorer EF skills, similar to many other studies. In this sample, bilingual exposure conferred neither an advantage nor disadvantage in the FT and PT group. This information may prove useful in counseling families of both PT and FT children about the impact of bilingual exposure on their children’s cognitive skills.

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Section: Discussionsupporting

confidence: 58%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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The Effect of Bilingual Exposure on Executive Function Skills in Preterm and Full-Term Preschoolers

Loe

Feldman

2016

J Dev Behav Pediatr

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“…Most individuals with DS fall into the mild-to-moderate range of ID and have IQs comparable to males with FXS. The cognitive phenotype is characterized by deficits in verbal working memory and recall [26], cognitive flexibility [27–29], visual memory and learning [28, 30, 31], and planning and goal-directed problem-solving [32–34]. Deficits in the hippocampal and frontal systems involving memory and executive functioning are especially marked.…”

Section: Introductionmentioning

confidence: 99%

The NIH Toolbox Cognitive Battery for intellectual disabilities: three preliminary studies and future directions

Hessl

Sansone

Berry‐Kravis

et al. 2016

J Neurodevelop Disord

103

117

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BackgroundRecent advances in understanding molecular and synaptic mechanisms of intellectual disabilities (ID) in fragile X syndrome (FXS) and Down syndrome (DS) through animal models have led to targeted controlled trials with pharmacological agents designed to normalize these underlying mechanisms and improve clinical outcomes. However, several human clinical trials have failed to demonstrate efficacy of these targeted treatments to improve surrogate behavioral endpoints. Because the ultimate index of disease modification in these disorders is amelioration of ID, the validation of cognitive measures for tracking treatment response is essential. Here, we present preliminary research to validate the National Institutes of Health Toolbox Cognitive Battery (NIH-TCB) for ID.MethodsWe completed three pilot studies of patients with FXS (total n = 63; mean age 19.3 ± 8.3 years, mean mental age 5.3 ± 1.6 years), DS (n = 47; mean age 16.1 ± 6.2, mean mental age 5.4 ± 2.0), and idiopathic ID (IID; n = 16; mean age 16.1 ± 5.0, mean mental age 6.6 ± 2.3) measuring processing speed, executive function, episodic memory, word/letter reading, receptive vocabulary, and working memory using the web-based NIH-TB-CB, addressing feasibility, test-retest reliability, construct validity, ecological validity, and syndrome differences and profiles.ResultsFeasibility was good to excellent (≥80 % of participants with valid scores) for above mental age 4 years for all tests except list sorting (working memory). Test-retest stability was good to excellent, and convergent validity was similar to or better than results obtained from typically developing children in the normal sample for executive function and language measures. Examination of ecological validity revealed moderate to very strong correlations between the NIH-TCB composite and adaptive behavior and full-scale IQ measures. Syndrome/group comparisons demonstrated significant deficits for the FXS and DS groups relative to IID on attention and inhibitory control, a significant reading weakness for FXS, and a receptive vocabulary weakness for DS.ConclusionsThe NIH-TCB has potential for assessing important dimensions of cognition in persons with ID, and several tests may be useful for tracking response to intervention. However, more extensive psychometric studies, evaluation of the NIH-TCB’s sensitivity to change, both developmentally and in the context of treatment, and perhaps establishing links to brain function in these populations, are required to determine the true utility of the battery as a set of outcome measures.

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Parental Survey on Spanish-English Bilingualism in Neurotypical Development and Neurodevelopmental Disabilities in the United States

Soriano

Villarreal

Abbeduto

2023

Adv Neurodev Disord

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Objectives The cognitive and social benefits of bilingualism for children, including those with neurodevelopmental disabilities (NDDs), have been documented. The present study was designed to characterize and compare English and Spanish use in Hispanic families with and without NDDs residing in the U.S. as well as to understand parental perceptions of their child’s bilingualism and of community and professional support. Methods We conducted an online survey of 84 Spanish-speaking parents of 4- to 24-year-olds with (n = 44) and without NDDs (n = 40) who were born in and living in the U.S. Results We found that bilingualism was a desired goal for 95% of our families. We also found, however, that 17.1% of parents of children with NDDs have raised them as monolinguals English-speakers, as they thought there were reasons for that, while all families from the NT group raised their children in both languages. In addition, nearly 40% of the NDD children only speak English, compared to a 5% in the NT group. Finally, parents of children with NDDs cite a lack of support for bilingualism in the community (47.6% do not feel supported, compared to a 7.9% in the NT group) and recommendation from professionals as major factors for not raising their children as bilingual. Conclusions The results suggest a need to educate professionals from many disciplines about the benefits of bilingualism for children with NDDs and for implementation of inclusion policies that provide access to dual-language programs.

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Neuropsychological effects of second language exposure in Down syndrome

Abstract: There were no measurable effects of SLE on neuropsychological function in this sample of children with DS. Potential clinical implications of these findings are discussed.

Cited by 26 publications

References 24 publications

The Effect of Bilingual Exposure on Executive Function Skills in Preterm and Full-Term Preschoolers

The Effect of Bilingual Exposure on Executive Function Skills in Preterm and Full-Term Preschoolers

The NIH Toolbox Cognitive Battery for intellectual disabilities: three preliminary studies and future directions

Parental Survey on Spanish-English Bilingualism in Neurotypical Development and Neurodevelopmental Disabilities in the United States

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