Gender and geographic differences in developmental delays among young children: Analysis of the data from the national registry in Taiwan

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Download Full-text

Sensory Experiences Questionnaire: discriminating sensory features in young children with autism, developmental delays, and typical development

Journal of Child Psychology and Psychiatry ◽

10.1111/j.1469-7610.2005.01546.x ◽

2005 ◽

Vol 47 (6) ◽

pp. 591-601 ◽

Cited By ~ 392

Author(s):

Grace T. Baranek ◽

Fabian J. David ◽

Michele D. Poe ◽

Wendy L. Stone ◽

Linda R. Watson

Keyword(s):

Young Children ◽

Developmental Delays ◽

Children With Autism ◽

Typical Development ◽

Sensory Experiences ◽

Sensory Features ◽

Young Children With Autism

Download Full-text

Efficacy Trial of Contrasting Approaches to the Response-Contingent Learning of Young Children with Significant Developmental Delays and Multiple Disabilities

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v7n1p12 ◽

2016 ◽

Vol 7 (1) ◽

pp. 12 ◽

Cited By ~ 5

Author(s):

Melinda Raab ◽

Carl J. Dunst ◽

Deborah W. Hamby

Keyword(s):

Young Children ◽

Developmental Delays ◽

Primary Caregivers ◽

Multiple Disabilities ◽

Learning Opportunities ◽

Efficacy Trial ◽

Response Contingent ◽

Very Young Children ◽

Randomized Control ◽

Efficient Learning

Findings from a randomized control design efficacy trial of an asset-based vs. needs-based approach to the response-contingent learning of infants and toddlers with significant developmental delays and disabilities who did not use instrumental behavior to produce or elicit reinforcing consequences are reported. The investigation included 71 children randomly assigned to the two contrasting types of interventions. The asset-based intervention and needs-based intervention differed in terms of how child behavior were identified and used to elicit reinforcing consequences as part of response-contingent learning games implemented by the children’s parents or other primary caregivers. Children in the asset-based group were provided more learning opportunities, acquired more response-contingent behavior, and demonstrated more efficient learning compared to children in the needs-based group. Implications for improving practices for very young children with significant developmental delays and multiple disabilities are described.

Download Full-text