Psycho-educational Assessments and Questionnaires

Parents completed a series of questionnaires and participants completed a handedness interview as well as several standardized psycho-educational assessments at each time point to measure a variety of cognitive abilities. The questionnaires completed by parents included the exclusionary survey, exclusionary survey follow-up, developmental survey, Cognitive Stimulation survey¹⁷, Parent Knowledge of Child Language Development (PKCLD) survey¹⁸, the Conners Early Childhood survey¹⁹, the Conners Comprehensive Behavior Rating Scales²⁰, and the Attention Deficit Hyperactivity Disorder (ADHD) Rating Scale–IV: Home Version²¹. Only a subset of questions from the exclusionary survey, the exclusionary survey follow-up, and the developmental survey are shared due to confidentiality issues. The non-shared questions included identifying information such as addresses, contact information, and the names of children’s schools or clinics. For the other questionnaires, all questions are shared. The questions in the Cognitive Stimulation survey were adapted from the first and third grade parent interview questions from the Early Childhood Longitudinal Studies (ECLS) program¹⁷. The PKCLD survey is a self-developed questionnaire on parent knowledge of child language development that was published in a previous study (Table 5 in that study)¹⁸. The exclusionary and developmental surveys were only filled out on participants’ first visit and the exclusionary follow-up survey was only filled out for subsequent visits. Children were asked to perform 5 actions to observe their handedness. Specifically, they were asked to write their name, erase a drawing, turn over a card, open a container and throw a ball. Table 2 shows the questionnaires completed at each time point.

Questionnaires completed at each time point.

RS

TS

RS

Percentile

Note: None indicates that no scores were calculated; RS refers to Raw Score; TS refers to T Score.

Standardized assessments included the Clinical Evaluation of Language Fundamentals (CELF-5)²², the Comprehensive Test of Phonological Processing (CTOPP-2)²³, the Woodcock-Johnson III Tests of Achievement (WJ-III)²⁴, the Kaufman Brief Intelligence Test (KBIT-2)²⁵, the Goldman Fristoe-2 Test of Articulation (GFTA-2)²⁶, and the Diagnostic Evaluation of Language Variation (DELV)²⁷. Standardized assessment administration always began with the CELF-5, and then continued with the other standardized tests. Online-Only Table 1 shows the names of the standardized assessments and their subtests completed at each time point as well as score types.

Standardized psycho-educational tests and subtests completed at each time point. .

RS

ScS

RS

ScS

RS

StS

RS

StS

RS

StS

RS

DELV_Status

Note: RS refers to Raw Score; TS refers to T scores; StS refers to Standardized Score; ScS refers to Scaled Score; DELV_Status is a categorical classification result based on language variation.