Objectives: Health literacy (HL) about healthy cognitive aging is essential in preventing cognitive decline and promoting cognitive well‐being. It is important that one such HL module should be scientifically designed, delivered in a technically sound manner to the audience, and specific to the context. The present study thus aimed at developing and validating educational multimedia about cognitive health.Methods: The study followed a methodological framework and was carried out across three phases, that is, identification of themes, development and validation of educational script and design, and validation of educational multimedia. The module was scripted based on the Integrated HL framework and the recommendations made during the modified nominal group technique among the research team. Seven speech‐language pathologists (SLPs), with expertise in the field of cognitive sciences, and 15 representatives of the general public validated the module using the Educational Content Validation Instrument in Health and the Patient Education Materials Assessment Tool for Audiovisual Materials questionnaire.Results: The scientific content of the educational script received satisfactory agreements among the experts (content validity index [CVI]: 0.93) and representatives of the general public (CVI: 0.86). The technical aspects of the educational multimedia were rated to have high understandability (experts: 92.8%; representatives of general public: 98.8%) and actionability (experts and representatives of general public 100%).Conclusion: Overall, the developed educational multimedia scored optimally with respect to the objective, structure, relevance of the content, actionability and understandability of the multimedia. The developed module holds the potential to be used at community and national level health educational programs or awareness campaigns to enhance public knowledge and beliefs pertaining to cognitive health.Patient or Public Contribution: SLPs with expertise in the field of cognitive science and representatives from the general public were included to validate and obtain feedback on the developed educational multimedia.

Background: Excessive screen time in young children is a growing concern in the digital age. It is important to explore parental beliefs and practices that could shape children’s screen time routines. Methods: This cross-sectional study surveyed 3624 parents of children aged 2–5 years from five northern Indian states between July and October 2024. The participants completed a validated questionnaire assessing sociodemographic factors, children’s screen time duration, parental beliefs and practices related to screen time regulation (guidelines and enforcement), screen use purposes (eg, feeding, chores) and perceived impacts on child development (eg, social skills, attention, speech/language). Data analysis included χ ² tests and multinomial logistic regression to identify associations between variables. Results: Over 60% of the children spent 2–4 hours daily on screens, with no significant associations between weekday–weekend screen time patterns and sociodemographic factors. Multinomial logistic regression revealed that the odds of excessive screen use were greater among children whose parents were unsure of whether restrictions should be set (AOR=3.03 for 4–6 hours), those whose parents did not set screen time limits (AOR=1.64 for 4–6 hours and AOR=2.07 for >8 hours), those whose parents used screens during feeding (AOR=1.82 for 2–4 hours; AOR=2.66 for 4–6 hours, AOR=2.79 for 4–8 hours and 3.54 for >8 hours) and those whose parents did not believe that screen time hindered speech and language development (AOR=1.77 for 2–4 hours and AOR=2.11 for 4–6 hours). Conclusion: Parental factors, including the absence of screen time limits and the cultural use of screens during mealtimes, contribute to excessive screen time. Interventions in India should focus on practical programmes that support parents in managing screen time, tailored to regional and cultural contexts.

Purpose: Language development in children aged 3– 6 years is shaped by their pre-linguistic abilities, communication patterns and play behaviors along with parental communicative roles. Little is known about how these aspects are distributed among children with receptive expressive language disorder (CWRELD) in comparison to typically developing children (CWTDL). The present research explores these differences between the two groups using a video-based analysis with a belief that an understanding of these aspects may facilitate age-appropriate speech and language acquisition in children with language delay. Methods: A video-based analysis of parent–child interactions was carried out for 10 children each with receptive expressive language disorder and typical language development, respectively. The two groups were compared for the child’s turn-taking skills, eye contact span, autonomous instances, communication patterns, play behaviors and parental communication roles. Results: Children with receptive expressive language disorder exhibited significantly fewer proportion of turns and autonomous instances along with a greater proportion of eye contact to objects than the parent. Majority of the children with language delay were at the “Requester” or “Early communicators” stage and demonstrated either “Exploratory” or “Functional play” behaviors. Most of the typically developing children were at the “Partner stage” of communication and exhibited “Functional”, “Constructive” or “Symbolic Play”. Parents of children with language delay mostly exhibited “Helper” type communicative roles while parents from typically developing groups showed “Partner” type communicative profile. Conclusion: A quantitative planning and monitoring of pre-linguistic skills, determination of communicative patterns and play behaviors is important for clinicians working with children having a language delay. Assessing and modifying parental communicative roles are also crucial. Understanding the distribution of these research variables among CWRELD in comparison to CWTDL may help clinicians in planning precise treatment goals, monitoring specific linguistic progress, ensuring better parental participation and delivering better outcomes during language therapy.

Objective: Cognitive training gains have been reported to be larger among young adults in comparison to older adults. However, differences in the magnitude of improvements between the earlier ages of adulthood have been less explored. In this attempt, the aim of the present study was to investigate the working memory training effects on cognitive communicative abilities among young- and middle-aged adults. Method: An interventional research design was incorporated. Thirty young- (19–40 years) and middle-aged (40–65 years) adults each, were recruited from the community and randomly assigned into the experimental and control groups. The experimental groups received 10 sessions of working memory training. Pre- and post-training assessments were performed and data was statistically analyzed. Results: The data analysis revealed no statistically significant difference in the training effects between young- and middle-aged adults, though young adults showed higher trends of improvement with training. Conclusion: The study highlights the importance of initiating working memory training at an early age to enhance or restore one’s cognitive abilities as age progresses.

To address the need for a standardized assessment tool for assessing cognitive-communication abilities among Indian preschoolers, the current study aimed at describing a Delphi based development and validation process for developing one such tool. The objectives of the research were to conceptualize and construct the tool, validate its content, and assess its feasibility through pilot testing.