Enhancement of Language Comprehension in Developmentally Delayed Children

1978 ◽  
Vol 9 (4) ◽  
pp. 241-253 ◽  
Author(s):  
Ralph O. Coleman ◽  
Daryl E. Anderson
Keyword(s):  
Problem Solving ◽  
Language Comprehension ◽  
Expressive Language ◽  
Receptive Language ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Motor Behaviors ◽  
Cognitive Problem ◽  
Verbal Stimulation ◽  
Language Areas

This article describes the use of receptive language tasks presented in a cognitive, problem-solving context as a method for enhancing language comprehension in developmentally delayed children. Over a two-year period 16 language-impaired and developmentally delayed children were provided eight weeks of concentrated instruction in five language areas: nouns, verbs, adjectives, prepositions, and syntax. Instruction consisted of systematic verbal stimulation with no overt attempts to elicit expressive language. Instead, tasks were structured to elicit motor behaviors. Results of the project indicate a marked increase in the number of stimuli to which the children could provide appropriate responses at the end of the eight-week instructional period. These gains also were maintained three months after termination of instruction.

The Association of Intervention Receipt With Speech-Language Profiles and Social-Demographic Variables

2000 ◽  
Vol 9 (4) ◽  
pp. 345-357 ◽  
Author(s):  
Xuyang Zhang ◽  
J. Bruce Tomblin
Keyword(s):  
Service Delivery ◽  
Sound Production ◽  
Expressive Language ◽  
Speech Sound ◽  
Oral Communication ◽  
Receptive Language ◽  
Demographic Variables ◽  
Demographic Characteristics ◽  
Speech And Language ◽  
Language Impaired

This study explored the effects of oral communication and demographic characteristics on intervention receipt. Oral communication characteristics included speech-sound production and receptive and expressive language status. Demographic characteristics included race, sex, residential strata, and neighborhood income level. With regard to speech-sound production and language, 1,929 kindergartners were divided into four speech-language subgroups: speech impaired only, language impaired only, speech and language impaired, and normal in both speech and language. In terms of expressive and receptive language modalities, the group of children was divided into four expressive-receptive subgroups: expressive impaired only, receptive impaired only, expressive and receptive impaired, and normal in both expressive and receptive language. Associations of speech versus language and expressive language versus receptive language with intervention receipt were examined in both categorical and continuous manners. Results showed that speech had a stronger effect on intervention receipt than language, but that this difference could not be explained by the effect of speech on social and academic functions compared to that of language. Expressive language had a stronger effect on intervention receipt than receptive language (when treated as continuous variables). This also could not be explained by the effect of these variables on social and academic function. These results suggest that the current referral and service delivery system depends on communication characteristics that are expressive and, thus, most readily observable. This referral and service delivery approach, however, fails to identify children that have the greatest social and academic risks. Methods of reversing this trend were discussed. Among all demographic variables examined, only sex is related to intervention receipt, that is, boys were more likely to have received intervention.

scholarly journals Toddlers’ Language Development: The Gradual Effect of Gestational Age, Attention Capacities, and Maternal Sensitivity

2020 ◽  
Vol 17 (21) ◽  
pp. 7926
Author(s):  
Vera E. Snijders ◽  
Lilly Bogicevic ◽  
Marjolein Verhoeven ◽  
Anneloes L. van Baar
Keyword(s):  
Language Development ◽  
Gestational Age ◽  
Language Comprehension ◽  
Expressive Language ◽  
Maternal Sensitivity ◽  
Receptive Language ◽  
Language Functioning ◽  
Increased Risk ◽  
Moderately Preterm ◽  
Underlying Mechanisms

Language development in toddlerhood forms the foundation for speech and language comprehension throughout childhood. Children born moderately preterm are at increased risk for problems in receptive and expressive language functioning, and they may need specific support or interventions. To understand the underlying mechanisms of language development, an integrated model of gestational age, attention capacities, and maternal sensitivity was examined in relation to receptive and expressive language functioning in toddlerhood. Our sample included 221 children (gestational age between 32–41 + 6 weeks; 54.7% born moderately preterm; 51.6% boys; 69.1% highly educated mothers). At 18 months (corrected age), attention capacities were measured using an eye-tracking procedure and maternal sensitivity was observed during mother-child interaction. Language was assessed at 24 months (corrected age). Results showed children with a higher gestational age scored higher on receptive language. This association was direct, as well as indirect through the child’s alerting attention. Expressive language was related to maternal sensitivity. Gestational age and alerting attention capacities specifically were related to language comprehension, whereas maternal sensitivity was related to speech. As language comprehension and speech in toddlerhood show different associations with biological, child, contextual, and regulation factors, they should be viewed as separate constructs in research and practice.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

1989 ◽  
Vol 54 (1) ◽  
pp. 101-105 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Cynthia M. Shonrock ◽  
James C. Hardy
Keyword(s):  
Child Development ◽  
Language Development ◽  
Expressive Language ◽  
Strong Predictor ◽  
Receptive Language ◽  
Strongly Correlated ◽  
Language Measure ◽  
The Mean ◽  
Child Development Inventory ◽  
Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

scholarly journals Improving Language Comprehension to Enhance Word-Problem Solving

2019 ◽  
Vol 36 (2) ◽  
pp. 142-156
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Pamela M. Seethaler ◽  
Caitlin Craddock
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Language Comprehension ◽  
Word Problem Solving

Outcome of toddlers with specific expressive language delay

1990 ◽  
Vol 11 (4) ◽  
pp. 393-407 ◽  
Author(s):  
Leslie Rescorla ◽  
Ellen Schwartz
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Language Delay ◽  
Chronological Age ◽  
Past Tense ◽  
Auxiliary Verbs ◽  
Language Problems ◽  
Articulation Disorders ◽  
Expressive Language Delay

ABSTRACTThis article describes a follow-up of 25 boys diagnosed as having specific expressive language delay (SELD) in the 24- to 31-month age period. At the time of diagnosis, all subjects had Bayley MDI scores above 85, Reynell Receptive Language Age scores within 4 months of their chronological age, and Reynell Expressive Language Age scores at least 5 months below chronological age; most had vocabularies of fewer than 50 words and few if any word combinations. At follow-up, 16 boys were 3 years old, 7 were 3½, and 2 were 4 years of age. When seen for follow-up, half the 25 boys still had very poor expressive language. These boys were speaking at best in short, telegraphic sentences, and many had moderately severe articulation disorders with quite poor intelligibility. The 12 boys with better outcome had a range of language skills. All spoke in sentences to some extent, and each displayed some mastery of early morphemes (prepositions, plurals, articles, progressive tense, and possessives). However, few if any of the children spoke in completely fluent, syntactically complex, and morphologically correct language. Problems with copula and auxiliary verbs, with past tense inflections, and with pronouns seemed especially common. This research suggests that children with SELD at 24 to 30 months are at considerable risk for continuing language problems.

Involvement and outcomes in short-term interpersonal cognitive problem solving groups

2005 ◽  
Vol 18 (1) ◽  
pp. 41-46 ◽  
Author(s):  
Philip G. Erwin ◽  
David G. Purves ◽  
Christopher K. Johannes
Keyword(s):  
Problem Solving ◽  
Short Term ◽  
Cognitive Problem

scholarly journals Watching Videos and Television Is Related to a Lower Development of Complex Language Comprehension in Young Children with Autism

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 423
Author(s):  
Elisabeth Fridberg ◽  
Edward Khokhlovich ◽  
Andrey Vyshedskiy
Keyword(s):  
Young Children ◽  
Observational Study ◽  
Language Comprehension ◽  
Expressive Language ◽  
Children With Autism ◽  
Television Watching ◽  
High Quartile ◽  
Young Children With Autism

The effect of passive video and television watching duration on 2- to 5-year-old children with autism was investigated in the largest and the longest observational study to date. Parents assessed the development of 3227 children quarterly for three years. Longer video and television watching were associated with better development of expressive language but significantly impeded development of complex language comprehension. On an annualized basis, low TV users (low quartile: 40 min or less of videos and television per day) improved their language comprehension 1.4 times faster than high TV users (high quartile: 2 h or more of videos and television per day). This difference was statistically significant. At the same time, high TV users improved their expressive language 1.3 times faster than low TV users. This difference was not statistically significant. No effect of video and television watching duration on sociability, cognition, or health was detected.

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