Correlation between Balance Ability and Speech-Language Development in Children.

The longitudinal study was conducted in order to establish whether the success rate of reflexes related to maintaining balance at birth is in correlation with the success rate of maintaining balance in early childhood, as well as to examine the correlation of a certain level of speech and language development with the ability of maintaining balance at birth and at the age of 5. The main study group included 54 children of both genders, aged 5.0 to 5.4, whose balance ability and speech and language status were evaluated based on the battery of standardized tests, whereas the group of reflexes related to the function of the vestibular sense was clinically tested on the 3rd day upon birth, within the same sample of children. The data at birth and at the age of 5 were recorded by means of a digital camera, then scored and statistically and descriptively processed. The research results indicated a statistically significant correlation between the achieved level of balance ability in the newborns and five-year-olds, as well as between balance skills and a certain level of speech and language development in children at the age of 5. The importance of this research lies in new knowledge in the domain of maturation of vestubular function immediately after birth, given that this segment of physiology of a newborn has not so far been processed in such a way, as well as in the recognition of function of the vestibular sense as another parametre of a child's maturation.

Cognitive and electrophysiological characteristics of children with specific language impairment and subclinical epileptiform electroencephalogram.

The current study is a preliminary examination of cognitive profiles and cortical distribution of the spectral power of different electroencephalogram (EEG) rhythms in children with specific language impairment and subclinical epileptiform discharges. Although a number of empirical studies point to higher incidence of abnormal EEGs in children with specific language impairment, only a few studies were found examining electrophysiological characteristics, such as locus of discharges and connections with cognitive functioning in this population of children. The sample included 12 children with specific language impairment (SLI) and abnormal EEG who underwent testing of cognitive functioning using the Wechsler Intelligence Scale for Children (WISC). The control sample included 13 children with specific language impairment and regular EEG. Results point to lower scores on several subtests of the performance scale for children with abnormal EEG than for the group with regular EEG. Detailed EEG analysis of cortical distribution of the spectral power of different EEG rhythms partially confirms the results of neuropsychological assessment, pointing to abnormal function of frontal and temporal regions. Higher values of spectral power of the delta brain rhythm in frontal regions are associated with lower results on the WISC performance scale. Results are discussed in the context of subgroups of the population of children with SLI.

Can mild bilateral sensorineural hearing loss affect developmental abilities in younger school-age children?

The research study was conducted for the purpose of examining the influence of mild bilateral sensorineural hearing loss (MBSNHL) on developmental abilities of younger school-age children. The sample encompassed 144 children with MBSNHL, aged 7.5-11 (M = 8.85). MBSNHL (20-40 dB HL) was identified by pure tone audiometry. The control group encompassed 160 children with normal hearing. The Acadia test of developmental abilities was used for assessment of developmental abilities. Although statistically significant differences between participants with MBSNHL and those with normal hearing were established in the majority of estimated developmental abilities domains, those differences do not indicate any significant delay in development of assessed abilities, except in the domain of auditory discrimination. The obtained results call for a systematic approach to children with MBSNHL in elementary schools.