Use of the Language Development Survey (LDS) in a National Probability Sample of Children 18 to 35 Months Old

2002 ◽  
Vol 45 (4) ◽  
pp. 733-743 ◽  
Author(s):  
Leslie Rescorla ◽  
Thomas M. Achenbach
Keyword(s):  
Native Americans ◽  
Language Development ◽  
Child Behavior Checklist ◽  
South Asians ◽  
Population Sample ◽  
Emotional Behavior ◽  
Ethnic Composition ◽  
Language Delay ◽  
Probability Sample ◽  
National Probability Sample

Data are reported from a national probability sample used to norm the Language Development Survey (LDS; L. Rescorla, 1989) and the Child Behavior Checklist for Ages 1 1/2–5 (CBCL/1 1/2–5; T. M. Achenbach & L. Rescorla, 2000). Participants were 278 children 18 to 35 months old who were highly diverse in socioeconomic status (SES), ethnic composition, and language background. Vocabulary scores increased markedly with age, were somewhat higher in girls, and were modestly correlated with SES. Children of non-Latino White ethnicity had significantly higher vocabulary scores and mean length of phrases than children of African American or ‘other’ ethnicity (Hispanics/Asians/Native Americans/ South Asians/mixed), even when SES was used as a covariate. Rate of language delay, using the cut-off of fewer than 50 words or no word combinations, was lower in the non-Latino White group (4%) than in the other two ethnicity groups (29% and 24%). Correlations between LDS scores and problem scores on the CBCL/1 1/2–5 were low, indicating that language delay and emotional/behavior problems were not closely associated in this general population sample of children 18 to 35 months old.

scholarly journals Language development and social emotions in children with speech delay: case study of 9 year olds in elementary school

2019 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Fitriyani Fitriyani ◽  
Mohamad Syarif Sumantri ◽  
Asep Supena
Keyword(s):  
Early Detection ◽  
Language Development ◽  
Emotional Behavior ◽  
Intervention Programs ◽  
Language Delay ◽  
Major Influence ◽  
Speech Delay ◽  
Social Emotional Development ◽  
Social Emotional

This research was conducted to describe language development and social-emotional behavior that affect children with speech delays, ranging from early detection of language and speech problems, intervention programs, academic development in schools and social-emotional development and accompanying factors. children with late talk. This study is based on observations of a 9-year-old child, conducted from September 2018 to January 2019, with several data acquisitions since 2012 when early detection of language disorders and speech. It conducted the study using a qualitative approach with a case study method. Collecting data through observation, interviews and document studies. This study describes develop children with problems with speech and language delay (speech delay), seen from the cognitive, affective and psychomotor aspects and the influence of their social-emotional behavior. The findings in this study are social-emotional behaviors that have a major influence on develop children with language delay disorders, which require intervention programs suitable with the support of the family and the surrounding environment.

scholarly journals The effect of age at time of cochlear implantation on the pragmatic development of the prelingual hearing impaired children

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Mona Sameeh Khodeir ◽  
Dina Fouad El Sayed Moussa ◽  
Rasha Mohammed Shoeib
Keyword(s):  
Language Development ◽  
Cochlear Implantation ◽  
Study Groups ◽  
Hearing Impaired ◽  
Language Delay ◽  
Pragmatic Language ◽  
Language Abilities ◽  
Pragmatic Development ◽  
Impaired Children ◽  
Hearing Impaired Children

Abstract Background Pragmatics is the social use of language that draws on understanding human interactions in specific contexts and requires engagement with a communicative partner or partners. The hearing-impaired children are known to have a pragmatic language delay as hearing impairment deprived of exposure to natural communication interactions, in addition to the language delay they have. Since the age of implantation has emerged as an important predictor of language, hearing, and speech in children who use cochlear implants (CI), question aroused about the benefits of early cochlear implantation on pragmatic language development in those children. Thus, this study aims to compare the pragmatic language development of the prelingual hearing impaired children who cochlear implanted before the age of 3 years and those who cochlear implanted after the age of 3 years. Results The two study groups showed no significant differences regard their scores in the Egyptian Arabic Pragmatic Language Test (EAPLT). The two studied groups had pragmatic language scores below their 5th percentile. Among the studied groups, the scores of the EAPLT were positively correlated to the age of the children, the children’s language abilities, and the duration of the received language rehabilitation, with no significant correlation to the age of implantation. Conclusions The age of implantation has no impact on pragmatic language development in children with CI. The prelingual children with CI are susceptible to delays in the pragmatic language development that is primarily related to the age of those children and their language abilities, besides their experience in social interactions. These results should be considered in their rehabilitative plan and advocate the importance of early incorporation of pragmatic behaviors into their intervention programs.

RESTRAINT AND SPEECH

PEDIATRICS ◽  
1971 ◽  
Vol 48 (1) ◽  
pp. 116-122
Author(s):  
Maarten S. Sibinga ◽  
C. Jack Friedman
Keyword(s):  
Language Development ◽  
Brain Damage ◽  
Young Age ◽  
Language Delay ◽  
Behavioral Difficulties ◽  
Sensorimotor Function ◽  
Social Contacts ◽  
Expressive Speech ◽  
Speech Articulation ◽  
History Of

The incidence of delay in language development and difficulties in speech articulation was determined in 71 children selected because of a history of prior physical immobilization. Ten children were referred for psychological evaluation after contact with a speech department, 44 presented with a variety of learning and behavioral difficulties, and 17 children were known through social contacts. Nine children were clearly brain damaged while 13 showed questionable evidence of brain damage. Language delay and speech articulation problems occurred in at least 55% of the children in the various groups. Young age (4.7 months) at the time of the initial restraint experience, but not the duration of the initial restraint experience, was positively related to the presence of language delay and articulation problems. Interference with sensorimotor function not directly involved in receptive or expressive speech functions might well he implicated in language and speech disturbances.

Psychosocial Function During Treatment for Familial Hypercholesterolemia

PEDIATRICS ◽  
1996 ◽  
Vol 98 (2) ◽  
pp. 249-255
Author(s):  
Serena Tonstad ◽  
Torunn Stene Nøvik ◽  
Inger Helene Vandvik
Keyword(s):  
Familial Hypercholesterolemia ◽  
Child Behavior Checklist ◽  
Population Sample ◽  
Saturated Fat ◽  
Self Report ◽  
Child Assessment ◽  
Semistructured Interview ◽  
Disease Group ◽  
Psychosocial Function ◽  
Psychosocial Dysfunction

Objective. To determine whether children treated for familial hypercholesterolemia (FH) have greater psychosocial dysfunction compared with their peers. Children. Children were 86 boys and 66 girls 7-16 years of age attending a lipid clinic. They were screened and instructed to follow a diet low in saturated fat and cholesterol 18 months to 9 years earlier (mean, 4 years), and their mean dietary intake, estimated by a quantitative food frequency questionnaire, was within recommended limits. One-fourth had lost a parent or had a parent who had had cardiovascular disease due to FH (parental disease group). Methods. Results of the Child Behavior Checklist, Teacher's Report Form, and Youth Self-Report were compared with a population sample. A semistructured interview, the Child Assessment Schedule, was administered to the children with FH and a well-functioning comparison group from the population (epidemiologic cohort; n = 62). Results. Psychosocial scores were similar in the children with FH and the population sample. The Child Assessment Schedule showed that, compared with the epidemiologic cohort, children with FH did not have increased symptoms in any area of function, and scores for family, mood, and expression of anger were lower (less symptomatic). The prevalence of psychiatric diagnoses was 10%, which was not greater than expected. Children from the parental disease group had higher symptom scores in the areas of school and expression of anger than the rest of the children with FH. Their mean Children's Global Assessment Score (CGAS, which gives average children scores of 70-79) was slightly lower (77 vs 79). Belonging to the parental disease group predicted a lower CGAS in multivariate regression analyses, as did male sex, parental divorce, and low parental educational level. These factors explained up to 19% (95% confidence interval, 9%-31%) of the variance in CGAS. Conclusions. We found that the prevalence of psychosocial dysfunction was not greater than expected in children treated for FH. Psychosocial function within the group was associated with the usual demographic characteristics and with the loss or disease of a parent, beyond the period of bereavement or immediately after the event.

The Language Development Survey

1989 ◽  
Vol 54 (4) ◽  
pp. 587-599 ◽  
Author(s):  
Leslie Rescorla
Keyword(s):  
Language Development ◽  
Screening Tool ◽  
False Negative ◽  
Language Delay ◽  
Expressive Vocabulary ◽  
Prevalence Data ◽  
Public And Private ◽  
Preschool Language ◽  
Highly Correlated ◽  
Vocabulary Score

This paper reports data from four studies using the Language Development Survey (LDS), a vocabulary checklist designed for use as a screening tool for the identification of language delay in 2-year-old children. A survey completed by the parent in about 10 min, the LDS displayed excellent reliability as assessed by Cronbach's alpha and test-retest techniques. Total vocabulary score as reported on the LDS was highly correlated with performance on Bayley, Reynell, and Preschool Language Scale expressive vocabulary items. The LDS was found to have excellent sensitivity and specificity for the identification of language delay, with a criterion of fewer than 50 words or no word combinations at 2 years yielding very low false positive and false negative rates. Data from three of these studies demonstrate the utility of the LDS as a screening tool for children attending public and private pediatric practices. Prevalence data using the LDS are reported comparing three different severity cutoffs for more than 500 children in seven survey samples.

scholarly journals Når majoritetsmedlemmer og etniske minoritetsmedlemmer mødes

2015 ◽  
Vol 25 (1) ◽  
pp. 83-99
Author(s):  
Arzoo Rafiqi ◽  
Jens Peter Frølund Thomsen
Keyword(s):  
Ethnic Minority ◽  
Intergroup Contact ◽  
Positive Influence ◽  
Contact Hypothesis ◽  
Self Disclosure ◽  
Probability Sample ◽  
European Context ◽  
Self Selection ◽  
National Probability Sample ◽  
The Ideal

Socialpsykologer forfægter den såkaldte kontakthypotese, hvis påstand er, at majoritetsmedlemmer bliver mere imødekommende over for etniske minoritetsmedlemmer, når de kommer i personlig kontakt med dem. Denne hypotese efterprøves på baggrund af den mest omfattende danske spørgeskemaundersøgelse nogensinde vedrørende dette emne (N = 1.928). I modsætning til tidligere internationale undersøgelser, hvori betydningen af venskaber mellem etniske grupper understreges, fremhæver denne artikel betydningen af kontakt mellem majoritetsmedlemmer og minoritetsmedlemmer i nabolaget og på arbejdspladsen. Disse to typer kontakt tilvejebringer en mere overbevisende test af kontakthypotesen, eftersom de rummer mindre selvselektion. Naboskab og kontakt på arbejdspladsen dækker samtidig langt flere sociale relationer end venskaber, som primært vedrører en snæver privatsfære. Artiklen bidrager til den socialpsykologiske litteratur om kontakteffekter med tre hovedkonklusioner. For det første rummer kontakt i nabolaget og på arbejdspladsen mere meningsfuld samtale, end fagfolk hidtil har antaget. For det andet øger begge former for kontakt den etniske tolerance. For det tredje er det samtale og meningsudvekslinger, som delvis forklarer, hvorfor kontakt gør majoritetsmedlemmer mere tolerante over for minoritetsmedlemmer. ENGELSK ABSTRACT: Arzoo Rafiqi and Jens Peter Frølund Thomsen: When the Ethnic Majority Meets Ethnic Minority Members This paper examines the so-called intergroup contact hypothesis by redirecting focus away from the friendship measure preferred by social psychologists. Although theoretically important, the friendship measure is infected by self-selection biases, and its social coverage is too limited, at least in a European context. Instead, this paper focuses on workplace contact and residential contact. It examines how these relate to ethnic tolerance, as reflected in support for various rights of ethnic minority members. These two types of intergroup contact provide a stronger test of the key hypothesis (contact has a positive influence on tolerance) as they do not meet all the ideal conditions. The analysis shows that although residential contact and workplace contact are more superficial (in terms of self-disclosure), they are both positively related to ethnic tolerance. In fact, both types of contact are as strongly related to ethnic tolerance as intimate cross-group friendship. We conclude that intergroup contact effects are robust as they are capable of occurring in unfavorable circumstances. The analyses are performed on the basis of a Danish national probability sample from 2009. Keywords: intergroup contact, ethnic tolerance, cross-group friendship, residential contact, workplace contact.

scholarly journals Italian adaptation of the Multilingual Assessment Instrument for Narratives

2020 ◽  
Vol 64 ◽  
pp. 139-146
Author(s):  
Chiara Levorato ◽  
Maja Roch
Keyword(s):  
Language Development ◽  
Assessment Tool ◽  
Preschool Age ◽  
Assessment Instrument ◽  
Language Delay ◽  
School Age ◽  
Research Projects ◽  
Narrative Competence ◽  
Italian Version ◽  
Italian Context

This paper presents the Italian version of the Multilingual Assessment tool for Narratives (MAIN), describes how it was developed and reports on some recent uses of MAIN within the Italian context. The Italian MAIN has been used in different research projects and for clinical purposes; results have been presented at conferences and in peer reviewed papers. The results indicate that MAIN is an appropriate assessment tool for evaluating children’s narrative competence, in production and comprehension from preschool age (5 years) to school age (8 years) in typical language development, bilingual development and language delay/disorders.

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