Grunt Vocalizations in Children With Disabilities: Relationships With Assessed Cognition and Language

2021 ◽  
pp. 1-11
Author(s):  
Diane Bordenave ◽  
Lorraine McCune
Keyword(s):  
Children With Disabilities ◽  
Longitudinal Research ◽  
Delay Group ◽  
Language Delay ◽  
Standardized Assessments ◽  
Language Level ◽  
Mental Age ◽  
Language Status ◽  
Nonverbal Children ◽  
Relationship Of

Purpose The purpose of this study was to investigate the relationship of the grunt vocalizations to cognitive and expressive language status in children with disabilities. Children with typical development produce communicative grunts at the onset of referential word production and comprehension at 14–16 months of age and continue to use this vocalization for communication as they develop language. Method All grunt vocalizations produced by 26 children with disabilities (mental age: 3–56 months; communicative age: 47–69 months) were identified from video-recorded seminaturalistic play sessions. Grunts were identified as accompanying effort or attention or as communicative bids. Participants were grouped as prelinguistic, emergent, language delay, and language competent based on standardized assessments of cognitive and language level. The Mann–Whitney U test (1947) compared groups to determine the relationships between grunt production and cognitive and language status. Results As hypothesized, participants in the language delay group produced significantly more communicative grunts than those in the language competent group ( W = 39, p = .028 < .05). The children with a cognitive and language level lower than 9 months (prelinguistic group) failed to produce communicative grunts. Conclusions The results document grunt production in children with disabilities in the same contexts as typical children and support the hypothesized relationship between assessed cognition and language and communicative grunt production. These results require replication. This vocalization, if recognized in treatment, may unlock verbal communication in many nonverbal children with disabilities. Future longitudinal research should include controlled intervention to determine the potential effectiveness of building broader communicative skills on this simple vocalization.

FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES

2020 ◽  
Author(s):  
Ekaterina Olegovna Tumanovskaya ◽  
Keyword(s):  
Physical Education ◽  
Children With Disabilities ◽  
Social Processes ◽  
Adaptive Physical Education ◽  
Relationship Of ◽  
The Relationship

The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities

scholarly journals A Multi-Method Investigation of Pragmatic Development in Individuals With Down Syndrome

2017 ◽  
Vol 122 (4) ◽  
pp. 289-309 ◽  
Author(s):  
Michelle Lee ◽  
Lauren Bush ◽  
Gary E. Martin ◽  
Jamie Barstein ◽  
Nell Maltman ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Executive Function ◽  
Theory Of Mind ◽  
Parent Report ◽  
Standardized Assessments ◽  
Pragmatic Competence ◽  
Pragmatic Language ◽  
Expressive Vocabulary ◽  
Pragmatic Development ◽  
Mental Age

Abstract This longitudinal study examined pragmatic language in boys and girls with Down syndrome (DS) at up to three time points, using parent report, standardized and direct assessments. We also explored relationships among theory of mind, executive function, nonverbal mental age, receptive and expressive vocabulary, grammatical complexity, and pragmatic competence. Controlling for cognitive and language abilities, children with DS demonstrated greater difficulty than younger typically developing controls on parent report and standardized assessments, but only girls with DS differed on direct assessments. Further, pragmatic skills of individuals with DS developed at a delayed rate relative to controls. Some sex-specific patterns of pragmatic impairments emerged. Theory of mind and executive function both correlated with pragmatic competence. Clinical and theoretical implications are discussed.

scholarly journals Combinatorial Syntagmatics: from the Theory of Valency to the Theory of Conceptual Integration

2018 ◽  
pp. 99-111
Author(s):  
A. V. Korolyova
Keyword(s):  
Native Speakers ◽  
Cognitive Status ◽  
Point Of View ◽  
Compositional Semantics ◽  
Conceptual Integration ◽  
Complicated Problem ◽  
Language Level ◽  
Structural Linguistics ◽  
Relationship Of ◽  
The Relationship

The topical and complicated problem of modern linguistics has been examined in the article. It deals with the study of the processes and mechanisms of creating new senses by the various combinations of both language signs among themselves and the transformation of the meanings of ready-made signs. This problem was begun to be solved in structural linguistics by the representatives of the theory of valency and the theory of distribution. The following conclusion has been made: developing in parallel as two directions of syntagmatics, both the theory of valency and the theory of distribution caused a lot of discussions on their correlation between them, as well as with the understanding of the problem of compatibility in general. However, their representatives agreed that these categories are in a relationship of matching: inclusion, cohesion and interdependence. They are represented with two levels of combinatorial syntagmatics: while the language level is more typical for valency, then the speech one is, predominantly, for distribution. The particular attention is paid to a new cognitive view of the essence of the valency and distribution. It helps to assume that both notions are broadly understood to be cognitive categories that reflect the ability of native speakers to associate certain language signs in a specific communicative situation, usually called the context. It is pointed out that the development of this problem was reflected in the works of representatives of compositional semantics. They first focused their attention on studying the relationship among the configurations of components of complex signs from the cognitive point of view. The arguments are given to justify a new stage in the development of combinatorial syntagmatics, developed by J. Fauconnier and M. Turner, the supporters of the theory of the conceptual integration. According to it the creation of new senses by the configuration of language signs occurs in the system of mental spaces – the mental spheres (cognitive contexts reflected in the consciousness of the carriers of a certain language), connected with the comprehension by a person of various situations and having a cognitive status, i.e. with the process of cognition of the phenomena of the surrounding reality.

Peer and Romantic Relationships in Emerging Adulthood

2018 ◽  
Author(s):  
Michael W. Pratt ◽  
M. Kyle Matsuba
Keyword(s):  
Romantic Relationships ◽  
Emerging Adulthood ◽  
Romantic Relationship ◽  
Longitudinal Research ◽  
Personality Development ◽  
Romantic Partners ◽  
Pierre Trudeau ◽  
Key Topics ◽  
Relationship Of

Chapter 8 focuses on the development of peer and romantic relationships. The authors draw on Erikson’s theory as focused around the key period of intimacy development in emerging adulthood, and also discuss attachment theory models on this topic. They review the longitudinal research evidence on links between the three components of personality in the McAdams and Pals model and intimacy development. Turning to the evidence from our Futures Study sample, the authors analyze stories told at ages 26 and 32 about friends and about romantic partners, and how these two domains of relationships are linked with personality development. Finally, to illustrate key topics, the chapter ends with a case study on the complex and stressful romantic relationship of an iconic Canadian political couple from the 1970s, Prime Minister Pierre Trudeau and his emerging adult-aged wife, Margaret Sinclair.

scholarly journals The Relationship of Conceptual Tempo to Reading Readiness Test Performance

1976 ◽  
Vol 8 (1) ◽  
pp. 83-87 ◽  
Author(s):  
Jon E. Shapiro
Keyword(s):  
Reading Instruction ◽  
Test Performance ◽  
First Grade ◽  
Test Results ◽  
Mental Age ◽  
Beginning Reading Instruction ◽  
Relationship Of ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Conceptual Tempo

This study was designed to investigate the relationship of reflection-impulsivity to performance on a standardized readiness measure. 90 first grade boys were administered the Matching Familiar Figures test to determine their conceptual tempo. 37 boys were classified as impulsive while 30 were determined to have a reflective conceptual tempo. After determining that no pre-existing differences on chronological age, mental age, or intelligence quotients were evident between the two groups, the 67 subjects were administered the Gates-MacGinitie Readiness Skills Test. Results of the statistical analyses revealed that the reflective subjects were significantly superior on overall test perfromance and on six of eight subtests. Implications for beginning reading instruction and for further research were drawn.

scholarly journals Psychometric Properties of the English–Spanish Vocabulary Inventory in Toddlers With and Without Early Language Delay

2022 ◽  
pp. 1-20
Author(s):  
Stephanie De Anda ◽  
Lauren M. Cycyk ◽  
Heather Moore ◽  
Lidia Huerta ◽  
Anne L. Larson ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Social Validity ◽  
The United States ◽  
Criterion Validity ◽  
Language Delay ◽  
Standardized Assessments ◽  
Lexical Knowledge ◽  
Lexical Development ◽  
Language Measures ◽  
Cross Language

Purpose: Despite the increasing population of dual language learners (DLLs) in the United States, vocabulary measures for young DLLs have largely relied on instruments developed for monolinguals. The multistudy project reports on the psychometric properties of the English–Spanish Vocabulary Inventory (ESVI), which was designed to capture unique cross-language measures of lexical knowledge that are critical for assessing DLLs' vocabulary, including translation equivalents (whether the child knows the words for the same concept in each language), total vocabulary (the number of words known across both languages), and conceptual vocabulary (the number of words known that represent unique concepts in either language). Method: Three studies included 87 Spanish–English DLLs ( M age = 26.58 months, SD = 2.86 months) with and without language delay from two geographic regions. Multiple measures (e.g., caregiver report, observation, behavioral tasks, and standardized assessments) determined content validity, construct validity, social validity, and criterion validity of the ESVI. Results: Monolingual instruments used in bilingual contexts significantly undercounted lexical knowledge as measured on the ESVI. Scores on the ESVI were related to performance on other measures of communication, indicating acceptable content, construct, and criterion validity. Social validity ratings were similarly positive. ESVI scores were also associated with suspected language delay. Conclusions: These studies provide initial evidence of the adequacy of the ESVI for use in research and clinical contexts with young children learning English and Spanish (with or without a language delay). Developing tools such as the ESVI promotes culturally and linguistically responsive practices that support accurate assessment of DLLs' lexical development. Supplemental Material https://doi.org/10.23641/asha.17704391

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