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ERIC Number: EJ1043588
Record Type: Journal
Publication Date: 2014-Oct
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1092-4388
A Transactional Model of Spoken Vocabulary Variation in Toddlers with Intellectual Disabilities
Woynaroski, Tiffany; Yoder, Paul J.; Fey, Marc E.; Warren, Steven F.
Journal of Speech, Language, and Hearing Research, v57 n5 p1754-1763 Oct 2014
Purpose: The authors examined (a) whether dose frequency of milieu communication teaching (MCT) affects children's canonical syllabic communication and (b) whether the relation between early canonical syllabic communication and later spoken vocabulary is mediated by parental linguistic mapping in children with intellectual disabilities (ID). Method: The authors drew on extant data from a recent differential treatment intensity study in which 63 toddlers with ID were randomly assigned to receive either five 1-hr MCT sessions per week (i.e., daily treatment) or one 1-hr MCT session per week (i.e., weekly treatment) for 9 months. Children's early canonical syllabic communication was measured after 3 months of treatment, and later spoken vocabulary was measured at posttreatment. Midpoint parental linguistic mapping was measured after 6 months of treatment. Results: A moderate-sized effect in favor of daily treatment was observed on canonical syllabic communication. The significant relation between canonical syllabic communication and spoken vocabulary was partially mediated by linguistic mapping. Conclusions: These results suggest that canonical syllabic communication may elicit parental linguistic mapping, which may in turn support spoken vocabulary development in children with ID. More frequent early intervention boosted canonical syllabic communication, which may jump-start this transactional language-learning mechanism. Implications for theory, research, and practice are discussed.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institute on Deafness and Other Communication Disorders (NIDCD); National Institute of Child Health and Human Development (NIH); Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: R01DC007660; P30 NICHD HD 002528; H325D080075