The Hero at Rest

You have accessContemporary Issues in Communication Science and DisordersArticle1 Oct 2007Issues in Research on Children With Early Language Delay Irina Tsybina, and Alice Eriks-Brophy Irina Tsybina Google Scholar More articles by this author , and Alice Eriks-Brophy Google Scholar More articles by this author https://doi.org/10.1044/cicsd_34_F_118 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In FiguresReferencesRelatedDetailsCited by Glen P. Aylward (2020) Clinical group studies Bayley 4 Clinical Use and Interpretation10.1016/B978-0-12-817754-9.00011-8 (2020) References Bayley 4 Clinical Use and Interpretation10.1016/B978-0-12-817754-9.09990-6 Developmental Cognitive Neuroscience19 (190-199)1 Jun 2016Developmental changes in brain response to speech perception in late-talking children: A longitudinal MMR studyYuchun Chen, Feng-Ming Tsao and Huei-Mei Liu Monatsschrift Kinderheilkunde163:5 (463-470)1 May 2015Spätsprecher im KindergartenalterLate talkers in kindergarten ageS. Kademann, S. Sachse and W. von Suchodoletz Research in Developmental Disabilities35:2 (373-382)1 Feb 2014Language profiles in children with Down Syndrome and children with Language Impairment: Implications for early interventionKamila Polišenská and Svetlana Kapalková Language, Speech, and Hearing Services in Schools45:3 (185-203)1 Jul 2014A Longitudinal Study of Language and Speech in Children Who Were Internationally Adopted at Different AgesSharon Glennen Communication Disorders Quarterly35:3 (133-145)1 May 2014Comparison of Two Word Learning Techniques and the Effect of Neighborhood Density for Late TalkersShari L. DeVeney, Cynthia J. Cress and Robert Reid HNO61:11 (937-943)1 Nov 2013Sprachverständnis bei Late TalkersLanguage comprehension in late talkersS. Sachse and W. von Suchodoletz Augmentative and Alternative Communication27:1 (40-52)1 Mar 2011Indirect Facilitation of Speech in a Late Talking Child by Prompted Production of Picture Symbols or SignsEmily R. Baumann Leech and Cynthia J. Cress Journal of Communication Disorders43:6 (538-556)1 Nov 2010Bilingual dialogic book-reading intervention for preschoolers with slow expressive vocabulary developmentIrina Tsybina and Alice Eriks-Brophy Monatsschrift Kinderheilkunde157:10 (965-970)1 Oct 2009Frühinterventionen bei Kindern mit SprachentwicklungsstörungenEarly intervention in children with developmental language disordersW. von Suchodoletz Psychology in the Schools18 Mar 2022Bayley‐4 performance of very young children with autism, developmental delay, and language impairmentBrittany A. Dale, Jacqueline M. Caemmerer, Emily L. Winter and Alan S. Kaufman Volume 34Issue FallOctober 2007Pages: 118-133 Get Permissions Add to your Mendeley library History Published in issue: Oct 1, 2007 Metrics Topicsasha-topicsasha-article-typesCopyright & PermissionsCopyright © 2007 American Speech-Language-Hearing AssociationPDF downloadLoading ...

Lessons From the Da Vinci Code: Working with Bilingual/Multicultural Children and Families

Children with delays in expressive language (late talkers) have heterogeneous developmental trajectories. Some are late bloomers who eventually "catch-up," but others have persisting delays or are later diagnosed with developmental language disorder (DLD). Early in development it is unclear which children will belong to which group. We compare the toddler vocabulary composition of late talkers with different long-term outcomes. The literature suggests most children with typical development (TD) have vocabularies dominated by names for categories organized by similarity in shape (e.g., cup), which supports a bias to attend to shape when generalizing names of novel nouns-a bias associated with accelerated vocabulary development. Previous work has shown that as a group, late talkers tend to say fewer names for categories organized by shape and are less likely to show a "shape bias" than TD children. Here, in a retrospective analysis of 850 children, we compared the vocabulary composition of groups of toddlers who were late bloomers or persisting late talkers. At Time 1 (13-27 months), the persisting late talkers said a smaller proportion of shape-based nouns than both TD children and late bloomers who "caught up" to typically sized vocabularies months later (18-38-months). Additionally, children who received a DLD diagnosis between 4 and 7 years said a significantly smaller proportion of shape-based nouns in year two than TD children and children with other diagnoses (e.g., dyslexia). These findings bring new insight into sources of heterogeneity amongst late talkers and offer a new metric for assessing risk. RESEARCH HIGHLIGHTS: Toddler vocabulary composition, including the proportion of names for categories organized by shape, like spoon, was used to retrospectively compare outcomes of late talking children Persisting Late Talkers said a smaller proportion of shape-based nouns during toddlerhood relative to Late Bloomers (late talkers who later caught up to have typically-sized vocabularies) Children with later DLD diagnoses said a smaller proportion of shape-based nouns during toddlerhood relative to children without a DLD diagnosis The data illustrate the cascading effects of vocabulary composition on subsequent language development and suggest vocabulary composition may be one important marker of persisting delays.

Proficiency in various higher level language skills is necessary to integrate and organize units of meaning beyond the sentence level. Examining narratives has become a useful tool for assessing these language abilities. Narrative skills are considered by many researchers to be a strong link between oral language and literacy, and related to academic performance (Westby, 1991; Roth & Spekman, 1991). The present study was part of the Portland Language Development Project, a longitudinal study of early language delay. The purpose of this study was to assess higher level language abilities by examining the stories of 6-year-olds with normal, impaired, and late developing oral language. The specific objective was to determine whether there were differences on 9 measures of narrative skill in first graders that could be related to their pattern of language acquisition. The original group size was 24 children with normal expressive vocabulary size at age 20-34 months, and 30 children whose expressive vocabulary size fell below the normal range at 20-34 months referred to as "late talkers." These two groups of children were re-evaluated when in first grade. Each child was audiotaped producing a narrative and a spontaneous language sample. The Bus Story (Renfrew, 1977), a story retelling procedure, was administered for the narrative measure. When the spontaneous, conversational language samples were scored for syntactic complexity with Lee's (1974) Developmental Sentence Score (DSS), 22 (73°/o) of the original L T had scores in the normal range and were reclassified as "History of Expressive Language Delay" (Hx). The remaining 8 (27°/o) who continued to fall below the normal range were now classified as "Expressive Language Delayed" (ELD). The narrations produced by all of the children were scored on nine measures: narration length in T-units, mean length perT-unit in morphemes, type-token ratio, average number of morphemes in the five longest sentences, information retold, lexical richness, cohesion, percentage of new propositions produced, and narrative stage assignment. No significant differences were found among the three diagnostic groups on the following seven measures: narration length in T-units, mean length perT-unit in morphemes, type-token ration, information retold, lexical richness, cohesion, or percentage of new propositions produced. Significant differences were found among groups on the average number of morphemes in the five longest sentences. Both the normal group and the Hx group scored significantly higher than the ELD group. Significant differences were found between the normal group and both the Hx group and the ELD

HIV Exposure Without Infection Impacts Early Language Development: Outcomes from a South African Birth Cohort Study

During the past decade there has been a significant increase in children’s access to the internet and digital devices, such as computers and touch-screen devices. Literature concerning the digital media usage of Dual Language Learners (DLLs) and their English language development is limited, but the number of DLLs in the U.S. is increasing rapidly. The purpose of this study is to examine DLLs’ digital media (frequency & content) usage and its impact on their receptive and expressive English language development in kindergarten. It also examines how factors, such as family digital media rules and DLLs’ pre-K care arrangements may moderate their digital media’s effect on English language development. This study used a sample of 7,432 Dual Language Learners in kindergartens across the U.S. This sample was extracted from a secondary dataset, the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The study employed descriptive statistics, mean differences analyses, correlations, and regression analyses (using coefficients) to examine the study questions and hypotheses. Results showed that DLLs’ expressive and receptive language development varied based on their computer use frequency. DLLs’ expressive and receptive English language development increased as their TV viewing frequency decreased. However, it did not vary based on the digital media content they consumed. Family digital media rules had no moderating effect on DLLs’ language development, but their pre-K care arrangements did moderate the impact of TV viewing frequency on their receptive and expressive language development. Pre-K care arrangements also moderated the impact of DLLs’ recreational digital media use on their receptive language development, but not on their expressive language development. These findings contribute to the limited literature on DLLs’ digital media use in relation to their language development. Results can be used by pediatricians to recommend the best use of digital media. Parents may also find this information helpful in deciding how often and how their children should use digital media. Early childhood educators and policymakers can also use these findings to advocate for the importance of preschool attendance and its impact on young DLLs’ language development.

Introduction: The pervasive use of digital devices has raised concerns about the impact of screen time on early childhood development, particularly language skills. This study investigates the relationship between screen time exposure and language development in Indonesian children under five, while also analyzing the influence of socio-demographic and environmental risk factors. Methods: A cross-sectional study was conducted involving 300 Indonesian children aged 1 to 5 years. Parents completed questionnaires on socio-demographics, screen time habits, and their child's language development (assessed using the Indonesian Early Language Development Scale - IELDS). Statistical analyses included descriptive statistics, correlation analysis, and multiple regression to identify predictors of language delay. Results: Increased screen time was significantly correlated with lower scores on the IELDS, indicating delayed language development. Children with higher screen time were more likely to exhibit delays in expressive language, receptive language, and overall communication skills. Socio-economic status, parental education, and home language environment also emerged as significant predictors of language outcomes. Conclusion: This study provides compelling evidence for the negative association between screen time and language development in young Indonesian children. The findings underscore the importance of limiting screen time and promoting language-rich interactions during the critical early years.

Purpose The extant literature suggests that individual differences in speech perception can be linked to broad receptive language phenotype. For example, a recent study found that individuals with a smaller receptive vocabulary showed diminished lexically guided perceptual learning compared to individuals with a larger receptive vocabulary. Here, we examined (a) whether such individual differences stem from variation in reliance on lexical information or variation in perceptual learning itself and (b) whether a relationship exists between lexical recruitment and lexically guided perceptual learning more broadly, as predicted by current models of lexically guided perceptual learning. Method In Experiment 1, adult participants (n = 70) completed measures of receptive and expressive language ability, lexical recruitment, and lexically guided perceptual learning. In Experiment 2, adult participants (n = 120) completed the same lexical recruitment and lexically guided perceptual learning tasks to provide a high-powered replication of the primary findings from Experiment 1. Results In Experiment 1, individuals with weaker receptive language ability showed increased lexical recruitment relative to individuals with higher receptive language ability; however, receptive language ability did not predict the magnitude of lexically guided perceptual learning. Moreover, the results of both experiments converged to show no evidence indicating a relationship between lexical recruitment and lexically guided perceptual learning. Conclusion The current findings suggest that (a) individuals with weaker language ability demonstrate increased reliance on lexical information for speech perception compared to those with stronger receptive language ability; (b) individuals with weaker language ability maintain an intact perceptual learning mechanism; and, (c) to the degree that the measures used here accurately capture individual differences in lexical recruitment and lexically guided perceptual learning, there is no graded relationship between these two constructs.

This study examined the relative contributions of parental reports of child-related and parent-related stress to their estimates of expressive and receptive language skills on the Minnesota Child Development Inventory in 152 children referred to a communicative disorders clinic. Correlational analysis showed moderately high agreement between parental estimates and objective measures of expressive and receptive language ability. Multiple-regression analyses revealed that independent measures of language acquisition accounted for the greatest amount of variance in parental estimates of expressive and receptive language skills. Stressful child behavior accounted for a small but statistically significant proportion of the variance in estimates of expressive and receptive language skills. Parental stress, in contrast, did not contribute significantly to language estimates. These findings suggest that parents are able to formulate estimates of language development which are relatively independent of personal or child-related stressors.

The current study is a 1-year follow-up analysis of data from a randomized controlled trial of Enhanced Milieu Teaching (EMT) for toddlers with language delays. Outcomes and predictors of child language and parent intervention implementation were examined 6 and 12 months after the end of the intervention. Toddlers with language delays were recruited from the community, and 97 toddlers and parents were randomly assigned to receive usual community treatments or a 3-month EMT intervention with parent training. Multiple regression analyses were used to estimate the differences between groups at the 6- and 12-month follow-up periods. A subgroup of participants with receptive and expressive language delays was used in a post hoc moderator analysis of treatment outcomes. Children in the treatment arm did not differ from children in the control arm at 6- and 12-month follow-ups. However, post hoc analyses revealed that children with receptive-expressive language delays were persistently delayed relative to normative performance throughout the follow-up period. The immediate effects of the brief delivery of EMT were not sustained over the 1-year follow-up period. However, the short-term intervention may not have been sufficient for children with receptive-expressive delays to develop typical language abilities, suggesting they may need more intensive early intervention. Although this intervention may not be necessary for all children with primary language delays, future research should determine the extent to which children with receptive-expressive delays may benefit from more intensive intervention.

BackgroundLate talking (LT) in toddlers is a risk factor for language weakness that may interfere with the development of using language to regulate behavior and emotion and contribute to the development of behavior problems from early childhood. This study examined the temporal stability of parent-reported behavior problems among Mandarin-speaking LT toddlers from ages 2 to 4 in Taiwan.MethodsThirty-one LT and 31 typical language development (TLD) toddlers were assessed for their vocabulary production at age 2 with the Words and Sentences Forms of the MacArthur-Bates Communicative Developmental Inventories Toddler Form (Taiwan version). Additionally, participants’ receptive and expressive language abilities were assessed using the receptive and expressive language subscales of the Bayley Scales of Infant and Toddler Development, Third Edition. At age 4, the Child Language Disorder Scale-Revised was applied and included the two core subtests for auditory comprehension and expressive communication. At ages 2 and 4 years, behavior problems were assessed with the Child Behavior Checklist.ResultsThere was a higher percentage of participants with persistent behavior problems among LT toddlers than among TLD toddlers. Moreover, toddlers with larger vocabularies were less likely to develop withdrawal behaviors by preschool age.ConclusionsThis study supported the temporal stability of parent-reported behavior problems among LT toddlers across early childhood. Early identification of and intervention for behavior problems associated with LT in toddlerhood is essential to alleviate their behavior problems later in preschool years.

The purposes of this study were to investigate (a) whether children in families with a positive history of dyslexia were more likely to show delays in language development than children without family risk and (b) whether a delayed onset of expressive language (late talking) predicted later language development. We analyzed the language development of 200 children longitudinally at 14, 24, 30, and 42 months and assessed their symbolic play at 14 months. Half of the children (N = 106) were from families with a history of dyslexia (the Dyslexia Risk [DR] group), and other children served as age-matched controls. Parental reports and structured tests were used to assess children's receptive and expressive language and symbolic play. No differences emerged between the two groups in receptive language, symbolic play, or on the Bayley MDI. The groups, however, diverged in expressive language measures. The maximum sentence length at 2 years and object naming and inflectional morphology skills at 3.5 years were higher for the control group than for the DR group. Reynell receptive score at 2.5 years provided the greatest unique contribution to the prediction of the children's receptive and expressive language. Children's risk status did not contribute to receptive language, but provided a significant contribution to their expressive language at 3.5 years, even after the variance associated with parental education and children's previous language skills was controlled. Late talkers in the DR group differed from the other members of the DR group in both receptive and expressive language at 3.5 years, although in the control group children with a late-talking history performed at age-level expectations. The findings suggest that children with a familial risk for dyslexia and with a history of late talking are at higher risk for delays in language acquisition than children without the familial risk for dyslexia.

This study investigated receptive and expressive language outcomes in children with autism spectrum disorder (ASD) with and without a history of language/communication regression, employing three progressively less stringent definitions of regression. Data were derived from a large, longitudinal sample of children with ASD in which regression was assessed at approximately 30months. Results indicated poorer receptive language and larger discrepancies between receptive and expressive language in the regression group than the group without regression at 44months but not 66months. Number of words used before loss predicted receptive language at 44months. Overall, results suggest that a regression profile in ASD is associated with modest and transient impacts on language outcomes that are no longer discernable at school entry.

Over the past decade, the number of deaf children with developmental disabilities receiving cochlear implants has increased dramatically. However, little is known about the developmental outcomes of these children post-implantation. The current study evaluated oral language and behavioral outcomes over 3 years after implantation in a sample of typically developing deaf children and children with developmental disabilities. A three year longitudinal study of the effects of cochlear implantation on language and behavioral outcomes in children with and without additional disabilities. Six cochlear implant centers in the United States. The study cohort consisted of 188 deaf children. Eighty-five percent of the sample (n = 157) had a single diagnosis of severe to profound hearing loss and 15% (n = 31) had an additional disability. Oral language was assessed using the Reynell Developmental Language Scales, and behavioral outcomes were assessed using the Child Behavior Checklist. Results using multilevel modeling indicated that deaf children with and without additional disabilities improved significantly in oral language skills post-implantation. However, children with additional disabilities made slower progress. In terms of specific diagnoses, children with developmental disorders, such as autism, made the slowest progress over time. In addition, behavior problems increased significantly in this group, whereas behavior problems decreased over 3 years in the typically developing deaf sample. Overall, given the improvements in expressive and receptive language skills documented over 3 years, these findings support the use of cochlear implants for deaf children with developmental disabilities.

Parents and professionals can both play a role in improving children's expressive language development and a number of alternative models of delivery exist that involve different levels of input by these two groups. However, these alternative treatments have not been subject to rigorous comparative analysis in terms of both cost and clinical effectiveness. To compare, from the viewpoint of the healthcare provider, parent-based intervention (PBI) for preschool children presenting with expressive language delay with current practice observed in an actual healthcare setting where parents of the child follow a professional's advice on a review basis. Two groups of children were compared on a variety of expressive and receptive language assessment measures. One group (n=10) received standard individual general care. The comparison group (n=12) received PBI. After the 6-month study, the results indicated that children who received PBI made significantly greater language gains that children who received current practice. In addition, a cost-effective analysis was conducted. This showed that although the language gains delivered by PBI did incur some additional costs for the healthcare provider, there was no significant increase in cost per outcome gain over general care. Options in the implementation of PBI are discussed that could potentially save costs for the healthcare providers and increase the value of a PBI-based approach.