Stability of Maternal Reports of Lexical Comprehension in Very Young Children With Developmental Delays

1997 ◽  
Vol 6 (1) ◽  
pp. 59-64 ◽  
Author(s):  
Paul J. Yoder ◽  
Steven F. Warren ◽  
Heather A. Biggar
Keyword(s):  
Young Children ◽  
Child Behavior ◽  
Educational Level ◽  
Developmental Delays ◽  
Occupational Status ◽  
Communication Development ◽  
Very Young Children ◽  
Word Classes ◽  
Maternal Reports ◽  
The Stability

The MacArthur Communication Development Inventory: Infant Scale (CDI/I) is among the strongest measures of early lexical comprehension (Fenson et al., 1994). The present study examined the stability of CDI/I results over a 2-week period in a sample of 17 mothers of children with developmental delays. Test-retest stability was computed for total number of words understood (i.e., summary-level stability) and for word-by-word agreement (i.e., item-by-item stability) across a 2-week interval. Results indicated that although there was excellent summary level stability, there was, in many cases, inadequate item-by-item agreement between the two testing occasions. The degree to which mothers were consistent on an item-by-item basis varied as a function of the types of words they were reporting on, the occupational status and educational level of the mothers, and the extent to which mothers confidently interpret nonlinguistic child behavior. These data illustrate that the CDI/I can be used to identify overall vocabulary deficits and specific word classes that are under-represented, but not to identify specific words for remediation.

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

2016 ◽  
Vol 7 (1) ◽  
pp. 12 ◽  
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.

Zirconia Crowns - An Esthetic and Resistant Restorative Alternative For ECC Affected Primary Teeth

2014 ◽  
Vol 38 (3) ◽  
pp. 193-195 ◽  
Author(s):  
P Planells del Pozo ◽  
AB Fuks
Keyword(s):  
Young Children ◽  
Primary Teeth ◽  
Present Report ◽  
Very Young Children ◽  
Prevention And Treatment ◽  
Zirconia Crowns ◽  
Maxillary Incisors ◽  
The Stability

The present report discusses briefly the problem of ECC in very young children and the recommended approaches for prevention and treatment. The esthetic restoration of the maxillary incisors with Zirconia Nu Smile™ crowns is described. It is also stressed that the luxation injury two months after placement did not damage the appearance nor the stability of the crowns.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

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.

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