Considering intersectionality and interacting levels of early intervention on early brain development-a commentary on Nelson et al. (2023) / Rachel R. ROMEO in Journal of Child Psychology and Psychiatry, 65-4 (April 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-4 (April 2024) . - p.456-458 Titre : Considering intersectionality and interacting levels of early intervention on early brain development-a commentary on Nelson et al. (2023) Type de document : Texte imprimé et/ou numérique Auteurs : Rachel R. ROMEO, Auteur Article en page(s) : p.456-458 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It has long been recognized that an individual's experiences can metaphorically 'get under the skin' and become biologically embedded, thus affecting behavior and life outcomes (Hertzman, 2012). While this term is most often used to describe how adverse experiences influence biological process, it is rarely discussed how the same can be said of positive experiences, such as intervention to prevent or treat negative outcomes. In their annual review, Nelson et al. (2023) provide a timely and comprehensive review of how early intervention capitalizes on the neuroplasticity of the postnatal years, turning periods of 'vulnerability' to ones of 'opportunity'. Drawing on decades of expertise, they discuss the neurobiological mechanisms of intervention in two contexts: caregiving interventions for children growing up in disadvantaged environments, and therapeutic interventions for children at elevated risk of neurodevelopmental disorders such as Autism. They thought-provokingly describe both how early intervention operates through mechanisms of neural plasticity and how this can and should inform policy decisions to provide the greatest benefit to children. Here, I aim to underscore the importance of this review by addressing the intersection of these topics; specifically, I muse on how the scientific discovery of biological processes and the ethical imperative to support vulnerable children's development are intimately intertwined, and how this highlights both critical lines of future inquiry as well as policy implications. En ligne : https://doi.org/10.1111/jcpp.13936 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Considering intersectionality and interacting levels of early intervention on early brain development-a commentary on Nelson et al. (2023) [Texte imprimé et/ou numérique] / Rachel R. ROMEO, Auteur . - p.456-458. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-4 (April 2024) . - p.456-458 Index. décimale : PER Périodiques Résumé : It has long been recognized that an individual's experiences can metaphorically 'get under the skin' and become biologically embedded, thus affecting behavior and life outcomes (Hertzman, 2012). While this term is most often used to describe how adverse experiences influence biological process, it is rarely discussed how the same can be said of positive experiences, such as intervention to prevent or treat negative outcomes. In their annual review, Nelson et al. (2023) provide a timely and comprehensive review of how early intervention capitalizes on the neuroplasticity of the postnatal years, turning periods of 'vulnerability' to ones of 'opportunity'. Drawing on decades of expertise, they discuss the neurobiological mechanisms of intervention in two contexts: caregiving interventions for children growing up in disadvantaged environments, and therapeutic interventions for children at elevated risk of neurodevelopmental disorders such as Autism. They thought-provokingly describe both how early intervention operates through mechanisms of neural plasticity and how this can and should inform policy decisions to provide the greatest benefit to children. Here, I aim to underscore the importance of this review by addressing the intersection of these topics; specifically, I muse on how the scientific discovery of biological processes and the ethical imperative to support vulnerable children's development are intimately intertwined, and how this highlights both critical lines of future inquiry as well as policy implications. En ligne : https://doi.org/10.1111/jcpp.13936 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism / Rachel R. ROMEO in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2717-2731 Titre : Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rachel R. ROMEO, Auteur ; Boin CHOI, Auteur ; Laurel J. GABARD-DURNAM, Auteur ; Carol L. WILKINSON, Auteur ; April R. LEVIN, Auteur ; Meredith L. ROWE, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Charles A. 3rd NELSON, Auteur Article en page(s) : p.2717-2731 Langues : Anglais (eng) Mots-clés : Autism  Eeg  Early experience  Language development  Language input Index. décimale : PER Périodiques Résumé : In this study we investigated the impact of parental language input on language development and associated neuroscillatory patterns in toddlers at risk of Autism Spectrum Disorder (ASD). Forty-six mother-toddler dyads at either high (n=22) or low (n=24) familial risk of ASD completed a longitudinal, prospective study including free-play, resting electroencephalography, and standardized language assessments. Input quantity/quality at 18 months positively predicted expressive language at 24 months, and relationships were stronger for high-risk toddlers. Moderated mediations revealed that input-language relationships were explained by 24-month frontal and temporal gamma power (30-50 Hz) for high-risk toddlers who would later develop ASD. Results suggest that high-risk toddlers may be cognitively and neurally more sensitive to their language environments, which has implications for early intervention. En ligne : http://dx.doi.org/10.1007/s10803-021-05024-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism [Texte imprimé et/ou numérique] / Rachel R. ROMEO, Auteur ; Boin CHOI, Auteur ; Laurel J. GABARD-DURNAM, Auteur ; Carol L. WILKINSON, Auteur ; April R. LEVIN, Auteur ; Meredith L. ROWE, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Charles A. 3rd NELSON, Auteur . - p.2717-2731. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2717-2731 Mots-clés : Autism  Eeg  Early experience  Language development  Language input Index. décimale : PER Périodiques Résumé : In this study we investigated the impact of parental language input on language development and associated neuroscillatory patterns in toddlers at risk of Autism Spectrum Disorder (ASD). Forty-six mother-toddler dyads at either high (n=22) or low (n=24) familial risk of ASD completed a longitudinal, prospective study including free-play, resting electroencephalography, and standardized language assessments. Input quantity/quality at 18 months positively predicted expressive language at 24 months, and relationships were stronger for high-risk toddlers. Moderated mediations revealed that input-language relationships were explained by 24-month frontal and temporal gamma power (30-50 Hz) for high-risk toddlers who would later develop ASD. Results suggest that high-risk toddlers may be cognitively and neurally more sensitive to their language environments, which has implications for early intervention. En ligne : http://dx.doi.org/10.1007/s10803-021-05024-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

---

1 (1 - 2 / 2)