Concurrent Validity of Caregiver/Parent Report Measures of Language for Children Who Are Learning Both English and Spanish

2002 ◽  
Vol 45 (5) ◽  
pp. 983-997 ◽  
Author(s):  
Virginia A. Marchman ◽  
Carmen Martínez-Sussmann
Keyword(s):  
Concurrent Validity ◽  
Language Use ◽  
Naming Task ◽  
Parent Report ◽  
Object Naming ◽  
Early Language ◽  
Spanish Speaking ◽  
Early Language Development ◽  
Communicative Development ◽  
Macarthur Communicative Development Inventory

The validity of two analogous caregiver/parent report measures of early language development in young children who are learning both English and Spanish is examined. Caregiver/parent report indices of vocabulary production and grammar were obtained for 26 children using the MacArthur Communicative Development Inventory: Words & Sentences (CDI; Fenson et al., 1994) and the Inventario del Desarrollo de Habilidades Comunicativas: Palabras y Enunciados (IDHC; Jackson-Maldonado, Bates, & Thal, 1992). Scores were significantly correlated with analogous laboratory measures in both English and Spanish, including a real-object naming task and spontaneous language use during freeplay. The findings offer evidence that the CDI and IDHC provide valid assessments of early language milestones in young English- and Spanish-speaking children. Factors that may influence the validity of these tools for use with this population are also discussed.

Early language development and the emergence of a theory of mind

2002 ◽  
Vol 22 (2) ◽  
pp. 197-213 ◽  
Author(s):  
M. Jeffrey Farrar ◽  
Lisa Maag
Keyword(s):  
Theory Of Mind ◽  
Language Development ◽  
Social Cognitive ◽  
Standard Theory ◽  
Early Language ◽  
Grammatical Development ◽  
Early Language Development ◽  
Communicative Development ◽  
Mother And Child ◽  
Macarthur Communicative Development Inventory

The current study examined the relation between children's language development at 2 years of age and their theory of mind performance at 4 years of age. Twenty toddlers were initially tested when they were 2 years old. Measures of both lexical and grammatical development were obtained from: (1) parental completion of the MacArthur Communicative Development Inventory (MCDI), and (2) a naturalistic play session between mother and child. The children returned at 4 years and were given four standard theory of mind tasks to assess understanding of: (a) false belief, (b) representational change, and (c) appearance-reality. In addition, in order to control for general language and cognitive development, the Peabody Picture Vocabulary Test (PPVT) and the Woodcock-Johnson Memory for Sentences Test were also given. Strong associations were found between early language development and later theory of mind performance. These relationships may reflect similar social cognitive processes that govern the development of both language and theory of mind.

Validity of a Parent Report Measure of Vocabulary and Syntax for Preschool Children With Language Impairment

1999 ◽  
Vol 42 (2) ◽  
pp. 482-496 ◽  
Author(s):  
Donna J. Thal ◽  
Laureen O'Hanlon ◽  
Mary Clemmons ◽  
LaShon Fralin
Keyword(s):  
Language Impairment ◽  
Concurrent Validity ◽  
Parent Report ◽  
Language Delay ◽  
Typically Developing ◽  
Behavioral Measures ◽  
Communicative Development ◽  
Vocabulary Comprehension ◽  
Highly Correlated ◽  
Macarthur Communicative Development Inventory

Previous research has documented the validity of parent report for measuring vocabulary and grammar in typically developing toddlers. In this project, two studies examined the validity of parent report for measuring language in children with specific language delay who are older than the normative group, but who have language levels within the range measured by the instruments. In Study 1, scores on the MacArthur Communicative Development Inventory: Words and Sentences were compared to behavioral measures of production of vocabulary and grammar in 39- to 49-month-old children with language delay. Results indicated moderately high to high concurrent validity correlations in both domains (.67–.86). In Study 2, scores on the MacArthur Communicative Inventory: Words and Gestures were compared to behavioral measures of vocabulary comprehension and production and gesture production in 24- to 32-month-old children with language delay. Results indicated a moderately high concurrent validity correlation for vocabulary production (.66). Parent report of comprehension and gesture scores did not correlate significantly with their behavioral counterparts, but gesture scores were moderately highly correlated with language comprehension (.65).

Early lexical development in Spanish-speaking infants and toddlers

1993 ◽  
Vol 20 (3) ◽  
pp. 523-549 ◽  
Author(s):  
Donna Jackson-Maldonado ◽  
Donna Thal ◽  
Virginia Marchman ◽  
Elizabeth Bates ◽  
Vera Gutierrez-Clellen
Keyword(s):  
Reliability And Validity ◽  
Parent Report ◽  
Infants And Toddlers ◽  
Personal Interview ◽  
Waiting Room ◽  
Lexical Development ◽  
Spanish Speaking ◽  
Communicative Development ◽  
English Speaking ◽  
Spanish Language Acquisition

ABSTRACTThis paper describes the early lexical development of a group of 328 normal Spanish-speaking children aged 0;8 to 2;7. First the development and structure of a new parent report instrument,Inventario del Desarollo de Habilidades Communcativasis described. Then five studies carried out with the instrument are presented. In the first study vocabulary development of Spanish-speaking infants and toddlers is compared to that of English-speaking infants and toddlers. The English data were gathered using a comparable parental report, theMacArthur Communicative Development Inventories. In the second study the general characteristics of Spanish language acquisition, and the effects of various demographic factors on that process, are examined. Study 3 examines the differential effects of three methods of collecting the data (mail-in, personal interview, and clinic waiting room administration). Studies 4 and 5 document the reliability and validity of the instrument. Results show that the trajectories of development are very similar for Spanish-and English-speaking children in this age range, that children from varying social groups develop similarly, and that mail-in and personal interview administration techniques produce comparable results. Inventories administered in a medical clinic waiting room, on the otherhand, produced lower estimates of toddler vocabulary than the other two models.

Comparing productive vocabulary measures from the CDI and a systematic diary study

1999 ◽  
Vol 26 (1) ◽  
pp. 177-185 ◽  
Author(s):  
BYRON F. ROBINSON ◽  
CAROLYN B. MERVIS
Keyword(s):  
Growth Curves ◽  
Diary Study ◽  
Expressive Vocabulary ◽  
Early Language ◽  
Vocabulary Size ◽  
Early Language Development ◽  
Closed Class ◽  
Communicative Development ◽  
Best Fitting ◽  
Fitting Model

Expressive vocabulary data gathered during a systematic diary study of one male child's early language development are compared to data that would have resulted from longitudinal administration of the MacArthur Communicative Development Inventories spoken vocabulary checklist (CDI). Comparisons are made for (1) the number of words at monthly intervals (9;10.15 to 2;0.15), (2) proportion of words by lexical class (i.e. noun, predicate, closed class, ‘other’), (3) growth curves. The CDI underestimates the number of words in the diary study, with the underestimation increasing as vocabulary size increases. The proportion of diary study words appearing on the CDI differed as a function of lexical class. Finally, despite the differences in vocabulary size, logistic curves proved to be the best fitting model to characterize vocabulary development as measured by both the diary study and the CDI. Implications for the longitudinal use of the CDI are discussed.

Changes in the Synchrony of Multimodal Communication in Early Language Development

2018 ◽  
Vol 61 (9) ◽  
pp. 2235-2245 ◽  
Author(s):  
Eva Murillo ◽  
Carlota Ortega ◽  
Alicia Otones ◽  
Irene Rujas ◽  
Marta Casla
Keyword(s):  
Language Development ◽  
Multimodal Communication ◽  
Early Language ◽  
Lexical Development ◽  
Communicative Behaviors ◽  
Temporal Synchrony ◽  
Spanish Speaking ◽  
Early Language Development ◽  
Vocal Productions ◽  
The Relationship

Purpose The aim of this study is to analyze the changes in temporal synchrony between gesture and speech of multimodal communicative behaviors in the transition from babbling to two-word productions. Method Ten Spanish-speaking children were observed at 9, 12, 15, and 18 months of age in a semistructured play situation. We longitudinally analyzed the synchrony between gestures and vocal productions and between their prominent parts. We also explored the relationship between gestural–vocal synchrony and independent measures of language development. Results Results showed that multimodal communicative behaviors tend to be shorter with age, with an increasing overlap of its constituting elements. The same pattern is found when considering the synchrony between the prominent parts. The proportion of overlap between gestural and vocal elements at 15 months of age as well as the proportion of the stroke overlapped with vocalization appear to be related to lexical development 3 months later. Conclusions These results suggest that children produce gestures and vocalizations as coordinated elements of a single communication system before the transition to the two-word stage. This coordination is related to subsequent lexical development in this period. Supplemental Material https://doi.org/10.23641/asha.6912242

Preverbal infants experience sound-shape correspondences

2012 ◽  
Vol 25 (0) ◽  
pp. 204
Author(s):  
Alan M. Slater ◽  
Dina Lew ◽  
Gavin Bremner ◽  
Peter Walker
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Perceptual Learning ◽  
Important Case ◽  
Object Naming ◽  
Early Language ◽  
Early Language Development ◽  
Crossmodal Associations ◽  
Preverbal Infants ◽  
Familiar Objects

One of the most important crossmodal associations is between vision and sound, and we know that such bimodal information is of great importance in perceptual learning. Many crossmodal relationships are non-arbitrary or ‘natural’, and a particularly important case is object naming. While many object-name relationships are arbitrary, others are not. The clearest examples are known as onomatopoeia — the cuckoo and the kittiwake are named after the sounds they make. And a striking demonstration that such effects extend beyond onomatopoeic naming of familiar objects concerns shapes. When adults are shown two shapes, one angular and one with rounded contours, and given the words ‘Takete’ and ‘Maluma’ they will invariably associate ‘Takete’ with the angular shape, and ‘Maluma’ with the rounded shape. This effect was first described by Kohler in 1947, and there have been recent demonstrations of the effect with adults and young (3-year-old) children. Several researchers have suggested that these non-arbitrary associations may be of great importance in that they may influence and ‘bootstrap’ the infant’s early language development, particularly the learning of words for objects. If this is so, such associations should be present prior to language acquisition, and we describe three experiments which demonstrate such relationships in preverbal, 3–5-month-old infants, using random shapes, such as those in the figure, and angular and rounded face-like stimuli.

Caregivers' contingent comments to 9-month-old infants: Relationships with later language

2003 ◽  
Vol 24 (2) ◽  
pp. 221-234 ◽  
Author(s):  
PAMELA ROSENTHAL ROLLINS
Keyword(s):  
Predictive Power ◽  
Parent Report ◽  
Early Language ◽  
Prospective Longitudinal Study ◽  
Early Language Development ◽  
Maternal Style ◽  
Maternal Input ◽  
Language Measure ◽  
Prospective Longitudinal ◽  
The Relationship

This prospective longitudinal study examined the relationship between caregiver input to 9-month-old infants and their subsequent language. Mother–infant dyads were videotaped at ages 9, 12, and 30 months. Language comprehension (at 12 and 18 months) was measured by parent report and correlated with an independent language measure. Three maternal style variables were reduced from the 9-month data. Only caregivers' contingent comments (CCC) related to infants' later language. These findings held after infants' skill with coordinated joint attention (CJA) was taken into account. The total number of words the mothers used when their infants were 9 months predicted vocabulary; however, the predictive power was encapsulated in the words the mother used during CCC. Because studies have typically examined maternal input once infants' CJA has emerged, this work contributes to current efforts to understand variations in early language development.

Parent Questionnaire for Screening Early Language Development in Children with Cleft Palate

1995 ◽  
Vol 32 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Nancy J. Scherer ◽  
Linda L. D'antonio
Keyword(s):  
Language Development ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Early Language ◽  
Parent Questionnaire ◽  
Speech Language Pathologist ◽  
Early Language Development ◽  
Communicative Development ◽  
Expressive Language Development ◽  
Language Screening

This study investigated the efficacy of a parent questionnaire as a component for screening early language development of children 16 to 30 months of age with cleft lip and palate. Thirty nonsyndromic children with cleft lip and palate and 30 children without clefts received the MacArthur Communicative Development Inventory: Toddler (CDI: Toddler), administered by a pediatrician. In addition, a speech-language screening was performed by a speech-language pathologist. Results of the two assessments indicated that the CDI: Toddler was a valid screener of language development when compared with a comprehensive speech-language screening. Language and speech characteristics of the subject populations are discussed. In particular, differences between the cleft and noncleft groups demonstrated evidence of delays in expressive language development in the children with cleft lip and palate.

Concurrent Validity of the Language Development Survey: Associations With the MacArthur—Bates Communicative Development Inventories

2005 ◽  
Vol 14 (2) ◽  
pp. 156-163 ◽  
Author(s):  
Leslie Rescorla ◽  
Nan Bernstein Ratner ◽  
Peter Jusczyk ◽  
Anne Marie Jusczyk
Keyword(s):  
Language Development ◽  
Concurrent Validity ◽  
Screening Tool ◽  
Parent Report ◽  
Language Delay ◽  
Semantic Categories ◽  
Rank Ordering ◽  
Communicative Development ◽  
Vocabulary Score

This study examined the concurrent validity of the Language Development Survey (LDS), a 310-word parent report screening tool for language delay in toddlers, by testing its associations with the MacArthur—Bates Communicative Development Inventories: Words and Sentences (CDI:WS), a 680-word parent report instrument. Participants were 239 toddlers 23–25 months of age. The correlation between total vocabulary score on the 2 instruments was .95, and correlations across comparable semantic categories ranged from .84 to .94. The correlation between the LDS and the CDI:WS for mean length of phrases calculated on 3 examples of the child’s longest and best phrases was .90. Both instruments demonstrated that parents reported higher vocabulary and mean phrase length scores for girls. The study indicates that information obtained from the LDS about rank ordering of toddlers in terms of their reported vocabulary and mean length of phrases is equivalent to that obtained from the longer CDI:WS.

Short-form versions of the Spanish MacArthur–Bates Communicative Development Inventories

2012 ◽  
Vol 34 (4) ◽  
pp. 837-868 ◽  
Author(s):  
DONNA JACKSON-MALDONADO ◽  
VIRGINIA A. MARCHMAN ◽  
LIA C. H. FERNALD
Keyword(s):  
Gender Differences ◽  
Socioeconomic Status ◽  
Short Form ◽  
Parent Report ◽  
Spanish Language ◽  
Small Scale ◽  
Diverse Populations ◽  
Spanish Speaking ◽  
Short Forms ◽  
Communicative Development

ABSTRACTThe Spanish-language MacArthur–Bates Communicative Development Inventories (S-CDIs) are well-established parent report tools for assessing the language development of Spanish-speaking children under 3 years. Here, we introduce the short-form versions of the S-CDIs (SFI and SFII), offered as alternatives to the long forms for screening purposes or in applications requiring a less-demanding instrument. Norming data (SFI: n = 601; SFII: n = 2,534) from diverse populations in Mexico are described. Developmental trends, gender differences, and socioeconomic status effects are reported that parallel those for the long forms. An additional small-scale study (n = 62) demonstrates strong convergence between responses on the long and the short forms. These results provide evidence that the S-CDI SFs have promise for a range of clinical and research applications.

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