Defining language delay in young children by cognitive referencing: Are we saying more than we know?

1990 ◽  
Vol 11 (3) ◽  
pp. 291-302 ◽  
Author(s):  
Kevin N. Cole ◽  
Philip S. Dale ◽  
Paulette E. Mills
Keyword(s):  
Young Children ◽  
Cognitive Skills ◽  
Language Skills ◽  
Language Intervention ◽  
Assessment Instrument ◽  
Language Delay ◽  
Specific Language ◽  
Language Level ◽  
Preschool Language ◽  
Hypothesis Model

ABSTRACTOne current definition of language delay, on the basis of the Cognitive Hypothesis model, assumes that children who have similar levels of language and cognitive development are unlikely to gain from specific language intervention. Children who have cognitive skills developed to a greater degree than their language skills, in contrast, are identified as appropriate candidates for specific language facilitation. In order to examine this premise, the present study compares the effects of language intervention over a 1-year period for two groups of young children with delayed language: one group with cognitive skills markedly above their language level, and the other group with similar delays in cognitive and language skills. Eighteen subjects (13 boys, 5 girls, mean age 4;11) had cognitive skills developed above their language level, and 32 subjects (20 boys, 12 girls, mean age 5;3) had similar delays in language and cognition. Evaluation measures were Peabody Picture Vocabulary Test-Revised (PPVT-R), MLU, Preschool Language Assessment Instrument, and Basic Language Concepts Test (BLCT). Of the four measures, only the BLCT resulted in significant gain differences favoring the students with higher cognitive than language skills. PPVT-R standard scores indicated that both groups made gains at a faster rate during intervention than prior to intervention. Clinical implications of the results are discussed.

scholarly journals Language Skills in Cypriot-Greek Speaking Toddlers with Specific Language Delay

2011 ◽  
Vol 11 (1) ◽  
pp. 56-80 ◽  
Author(s):  
Kakia Petinou ◽  
Margarita Kapsou ◽  
Astero Constantinou
Keyword(s):  
Language Skills ◽  
Language Delay ◽  
Specific Language

scholarly journals Preschool Language Assessment Instrument, second edition, in Brazilian Portuguese-speaking children

CoDAS ◽  
2014 ◽  
Vol 26 (4) ◽  
pp. 328-330 ◽  
Author(s):  
Tâmara Andrade Lindau ◽  
Natalia Freitas Rossi ◽  
Célia Maria Giacheti
Keyword(s):  
Language Skills ◽  
Expressive Language ◽  
Language Assessment ◽  
Brazilian Portuguese ◽  
Assessment Instrument ◽  
Preschool Language ◽  
Significant Difference ◽  
Back Translation ◽  
Test Version ◽  
Initial Results

PURPOSE: To present a brief report on the initial results of the application of Preschool Language Assessment Instrument, second edition, in Brazilian Portuguese-speaking children.METHODS: The study included 300 children with typical language development, from both genders, aged from 3 to 5 years and 11 months, as proposed by the original test version. After translation, back-translation, and adaptation of the second edition of the Preschool Language Assessment Instrument, the instrument was administered to investigate the receptive and expressive language skills.RESULTS: There was a significant difference between the average gross scores of the three groups for both "receptive" and "expressive" language skills, and a growing tendency of scores according to age.CONCLUSION: After analysis, we found that versions translated and adapted for Brazilian Portuguese speakers allow one to evaluate and discriminate the performance of children in receptive and expressive language skills, according to age group, as well as the original version.

scholarly journals Cognitive Skills of Young Children with and without Autism Spectrum Disorder Using the BSID-III

2011 ◽  
Vol 2011 ◽  
pp. 1-7 ◽  
Author(s):  
Carolyn Long ◽  
Matthew J. Gurka ◽  
James Blackman
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Cognitive Skills ◽  
Infant Development ◽  
Language Skills ◽  
Retrospective Chart Review ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Outcomes ◽  
Children With Asd

Objective. The purpose of the study was to compare the cognitive skills of young children diagnosed with autism spectrum disorder (ASD) to same-aged peers referred for possible developmental delays or behavioral concerns using theBayley Scales of Infant Development-Third Edition.Method. A retrospective chart review was conducted of 147 children ages 16 to 38 months who were referred to a diagnostic clinic for developmental evaluation. Children with ASD were compared to those without ASD with respect to cognition and language outcomes, both overall and by age.Results. While language skills in children with ASD were more significantly delayed than language skills in children without ASD, there was less discrepancy in the cognitive skills of children with and without ASD.Conclusion. Formal cognitive assessment of children with ASD can provide guidance for developmental expectations and educational programming. Cognitive skills of children with ASD may be underappreciated.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Shared Interactive Book Reading Interventions for Young Children With Disabilities: A Systematic Review

2021 ◽  
pp. 1-16
Author(s):  
Jacqueline A. Towson ◽  
Yusuf Akemoglu ◽  
Laci Watkins ◽  
Songtian Zeng
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Young Children ◽  
Language Skills ◽  
Single Case ◽  
Effect Sizes ◽  
Book Reading ◽  
Design Studies ◽  
Group Design ◽  
Children With Developmental Disabilities

Purpose Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidence of using SIBR to facilitate growth in language skills for young children with developmental disabilities and/or delays. Specifically, authors examined the descriptive characteristics, study rigor, and effect sizes for language and literacy outcomes. Method We extracted data from studies meeting specified criteria ( n = 23) published in peer-reviewed journals on a wide range of variables, including participant characteristics, setting, training/coaching, defined independent and dependent variables, study rigor, and overall outcomes. Descriptive and study rigor data were aggregated using descriptive statistics. Effect-size estimates were calculated for all child outcomes related to language. Results Descriptive data were variable across studies. Three single-case experimental design and three group design studies met design standards without reservations. Single-case experimental design studies overall showed positive effects on child language and communication. Within group design studies, expressive language outcomes showed the largest effect sizes. Conclusion A review of SIBR studies indicates this as a viable intervention to positively impact the language skills of young children with developmental disabilities and/or delays. Supplemental Material https://doi.org/10.23641/asha.16674355

Language Modeling as an Efficacious Early Language Intervention Approach With Young Children Demonstrating Complex Communication Needs

2009 ◽  
Vol 18 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Patti Solomon-Rice ◽  
Gloria Soto
Keyword(s):  
Young Children ◽  
Clinical Intervention ◽  
Language Modeling ◽  
Language Intervention ◽  
Evidence Based ◽  
Complex Communication Needs ◽  
Communication Partner ◽  
Aided Aac ◽  
Communication Needs ◽  
Communication Partner Training

Abstract This article highlights evidence supporting the efficacy of adult language modeling and child imitation, including use of aided AAC modeling, during language intervention with young children demonstrating complex communication needs. First, four evidence-based language intervention approaches that incorporate adult language modeling and child imitation with young children demonstrating language delays are described. Second, two additional evidence-based language intervention approaches that incorporate aided AAC modeling during communication partner training, and direct clinical intervention with young children using aided AAC are further discussed. The article concludes with suggestions for strategies to use during language intervention with young children who use aided AAC.

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