Your search found 1913 results.

Descriptors:
Verbal Ability; Risk; Behavior Problems; Child Care; Expressive Language; Foreign Countries; Personality; Coping; Socioeconomic Status; Young Children; Child Behavior; Child Care Centers

Abstract:
Background: Existing research suggests that there is a relationship between greater exposure to center-based child care and child behavioral problems though the mechanism for the impact is unclear. However the measure used to document child care has usually been average hours, which may be particularly unreliable in the early months when fewer children are in center care. In addition individual trajectories for behavior difficulties have not been studied. Objective: The purpose of the current study was to examine whether the extent of exposure to center-based child care before 2 years predicted the trajectory of children's difficult behavior (i.e., tantrums and unmanageable behavior) from 30 to 51 months controlling for child and maternal characteristics. Method: Data were drawn from UK-based families, children and child care study (n = 1201). Individual growth models were fitted to test the relation between early center-based child care experiences and subsequent difficult behavior. Results: Children with more exposure to center-based care before two had less difficult behavior at 30 months, but more increase over time. Initial levels were predicted by higher difficult temperament and lower verbal ability. Higher difficult temperament and lower family socio-economic status predicted its change over time. Conclusion: Findings suggest that early exposure to center-based care before 2 years old is a risk factor for subsequent behavior problems especially when children have a longer period of exposure. A possible explanatory process is that child coping strategies to manage frustration are less well developed in a group context, especially when they lag behind in expressive language. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anxiety Disorders; Standardized Tests; Expressive Language; Speech; Stimuli; Oral Language; Receptive Language; Parents; Training; Testing; Scores; Parent Child Relationship; Language Impairments; Vocabulary; Story Telling; Listening Comprehension; Classification

Abstract:
Children with selective mutism (SM) display a failure to speak in select situations despite speaking when comfortable. The purpose of this study was to obtain valid assessments of receptive and expressive language in 33 children (ages 5 to 12) with SM. Because some children with SM will speak to parents but not a professional, another purpose was to explore the efficacy of employing parents to deliver test stimuli. Parents received training on presenting standardized test material and were monitored during testing by a professional who scored and interpreted the results. Professional-administered tests underestimated children's capabilities. However, even with parents, children's scores decreased as the tasks changed from receptive to expressive vocabulary and from narrative comprehension to telling a story on their own. Thus, although SM is typically classified as an anxiety disorder, an underlying expressive narrative language deficit was identified in 42% of children with SM using this new procedure. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Augmentative and Alternative Communication; Expressive Language; Delayed Speech; Program Implementation; Severe Disabilities; Developmental Disabilities; Developmental Delays; Assistive Technology; Agency Cooperation; Partnerships in Education; Pretests Posttests; Interviews; Participant Satisfaction; Protocol Analysis; Protocol Materials; Speech Language Pathology; Program Effectiveness; Grade 2

Abstract:
This study grew from a need identified by professionals working in the same community to explore interagency support for augmentative and alternative communication device implementation with students, families, and professionals involving the local school system and university. A case study was used to document intervention with a second-grade student who had developmental and severe expressive language delays. Based on the collaboration that was initiated between university and school corporation during the device acquisition process, it was determined that an interagency support system for this student would provide the best long-term solution for training, implementation, and maintenance related to her device. The participant's intervention progress before and after intervention was described using tests and video interactions. Interviews with the principal collaborators (two speech and language pathologists) and the parent were conducted post intervention. Findings revealed positive changes in performance on the receptive and expressive vocabulary testing and scores on communication functions used based on video analyses before and after intervention. Spontaneous device use at home and school was, however, limited. As the study represented one case, no further statistical analysis was conducted. Finally, some reflections on the process were provided by the two main interagency collaborators as well as the mother of the participant, and implications for future intervention were discussed. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Receptive Language; Language Acquisition; Preschool Children; Oral Language; Comparative Analysis; Speech Language Pathology; Severe Disabilities; Speech Impairments; Intervention; Outcomes of Treatment; Parents; Parent Education; Speech Skills; Attention; Responses; Expressive Language

Abstract:
Preschoolers with severe autism and minimal speech were assigned either a discrete trial or a naturalistic language treatment, and parents of all participants also received parent responsiveness training. After 12 weeks, both groups showed comparable improvement in number of spoken words produced, on average. Approximately half the children in each group achieved benchmarks for the first stage of functional spoken language development, as defined by Tager-Flusberg et al. (J Speech Lang Hear Res, 52: 643-652, 2009). Analyses of moderators of treatment suggest that joint attention moderates response to both treatments, and children with better receptive language pre-treatment do better with the naturalistic method, while those with lower receptive language show better response to the discrete trial treatment. The implications of these findings are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Imitation; Computer Simulation; Teaching Methods; Interaction; Professional Development; Pretests Posttests; Skill Development; Receptive Language; Expressive Language; Verbal Communication; Program Effectiveness; Generalization

Abstract:
Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program ("DTkid") to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff's ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Parents; Autism; Expressive Language; Language Skills; Parent Participation; Parent Child Relationship; Pervasive Developmental Disorders; Play; Interpersonal Communication; Communication Skills; Children

Abstract:
Longitudinal research has demonstrated that responsive parental behaviors reliably predict subsequent language gains in children with autism spectrum disorder. To investigate the underlying causal mechanisms, we conducted a randomized clinical trial of an experimental intervention (Focused Playtime Intervention, FPI) that aims to enhance responsive parental communication (N = 70). Results showed a significant treatment effect of FPI on responsive parental behaviors. Findings also revealed a conditional effect of FPI on children's expressive language outcomes at 12-month follow up, suggesting that children with baseline language skills below 12 months (n = 24) are most likely to benefit from FPI. Parents of children with more advanced language skills may require intervention strategies that go beyond FPI's focus on responsive communication. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Activities; Reading Instruction; Spelling; English (Second Language); Foreign Countries; Program Implementation; Phonological Awareness; Scores; Direct Instruction; Vocabulary Development; Second Language Learning; Receptive Language; Expressive Language; Reading Tests; Rhyme; Syllables; Second Language Instruction; Comparative Analysis; Intelligence; Kindergarten

Abstract:
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language. (Contains 4 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Expressive Language; Receptive Language; Genetic Disorders; Genetics; Language Impairments; Language Aptitude; Verbal Ability

Abstract:
Prader-Willi syndrome (PWS), most recognized for the hallmark hyperphagia and food preoccupations, is caused by the absence of expression of the paternally active genes in the q11-13 region of chromosome 15. Since the recognition of PWS as a genetic disorder, most research has focused primarily on the medical, genetic, and behavioral aspects of the syndrome. Extensive research has not been conducted on the cognitive, speech, and language abilities in PWS. In addition, language differences with regard to genetic mechanism of PWS have not been well investigated. To date, research indicates overall language ability is markedly below chronological age with expressive language more impaired than receptive language in people with PWS. Thus, the aim of the present study was to further characterize expressive and receptive language ability in 35 participants with PWS and compare functioning by genetic subtype using the "Clinical Evaluation of Language Fundamentals-4" (CELF-IV). Results indicate that core language ability is significantly impaired in PWS and both expressive and receptive abilities are significantly lower than verbal intelligence. In addition, participants with the maternal uniparental disomy (mUPD) genetic subtype exhibit discrepant language functioning with higher expressive vs. receptive language abilities. Future research is needed to further examine language functioning in larger genetic subtype participant samples using additional descriptive measures. Further work should also delineate findings with respect to size of the paternal deletion (Type 1 and Type 2 deletions) and explore how overexpression of maternally expressed genes in the 15q11-13 region may relate to verbal ability. Learning outcomes: After reading this article, the reader will be able to: (1) summarize primary characteristics of Prader-Willi syndrome (PWS), (2) describe differentiating characteristics for the PWS genetic subtypes, (3) recall limited research regarding language functioning in PWS to date, (4) summarize potential genetic variations of language ability in Prader-Willi syndrome, and (5) summarize language ability in PWS with respect to adaptive functioning. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Impairments; Verbal Ability; Nonverbal Ability; Language Acquisition; Expressive Language; Receptive Language; Individual Development; Children; Adolescents; Longitudinal Studies

Abstract:
Purpose: To investigate the longitudinal trajectories of verbal and nonverbal skills in individuals with a history of specific language impairment (SLI) from childhood to adolescence. This study focuses on SLI only and investigates within-participant measures across abilities. Method: Verbal and nonverbal skills were assessed in 242 children with a history of SLI at ages 7, 8, 11, 14, 16, and 17. Discrete factor growth modeling was used to examine developmental trajectories for the whole group and to identify subgroups on the basis of a novel, developmental, multidimensional approach. Results: When expressive language, receptive language, and nonverbal skills were scaled to a common metric, the group of individuals with a history of SLI as a whole had stable skills growth throughout the 10-year time frame. Seven language subgroups were identified, but these differed only in severity and did not display mutually distinctive patterns of growth development. In contrast, 6 nonverbal skills subgroups were identified, and their trajectories did differ significantly, with evidence of deceleration in around one third of the sample. Conclusion: Individuals with a history of SLI show steady language growth from age 7. However, different patterns of growth of nonverbal skills are observed from childhood to adolescence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Genetic Disorders; Mental Retardation; Congenital Impairments; Down Syndrome; Predictor Variables; Syntax; Males; Autism; Pervasive Developmental Disorders; Clinical Diagnosis; Group Membership; Nonverbal Ability; Short Term Memory; Phonology; Mothers; Parent Background; Educational Attainment; Speech; Expressive Language; Vocabulary; Regression (Statistics)

Abstract:
Purpose: To examine which cognitive, environmental, and speech-language variables predict expressive syntax in boys with fragile X syndrome (FXS), boys with Down syndrome (DS), and typically developing (TD) boys, and whether predictive relationships differed by group. Method: We obtained Index of Productive Syntax ( Scarborough, 1990) scores for 18 boys with FXS only, 20 boys with both FXS and an autism spectrum disorder, 27 boys with DS, and 25 younger TD boys of similar nonverbal mental age. Predictors included group (diagnosis), nonverbal cognition, phonological working memory (PWM), maternal education, speech intelligibility, and expressive vocabulary. The research questions were addressed via hierarchical linear regression. Results: Diagnostic group, nonverbal cognition, and PWM predicted 56% of the variance in syntactic ability, with approximately three-fourths of the predicted variance explained by group membership alone. The other factors did not contribute any additional significant variance in this final model. There was no evidence that predictor effects differed by group. Conclusions: Nonverbal cognition and PWM have an effect on expressive syntax beyond that of diagnostic group. These effects are estimated to be the same in boys with FXS, boys with DS, and TD boys. Explanations for residual variance and the relative role of different predictors are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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