Normal Language Skills and Normal Intelligence in a Child with De Lange Syndrome

1988 ◽  
Vol 53 (2) ◽  
pp. 219-222 ◽  
Author(s):  
Thomas H. Cameron ◽  
Desmond P. Kelly
Keyword(s):  
Motor Skills ◽  
Language Skills ◽  
Expressive Language ◽  
Language Intervention ◽  
Gross Motor Skills ◽  
Normal Intelligence ◽  
Beneficial Effects ◽  
Age Appropriate ◽  
The Subject ◽  
Normal Language

The subject of this case report is a 2-year, 7-month-old girl with de Lange syndrome, normal intelligence, and age-appropriate language skills. She demonstrated initial delays in gross motor skills and in receptive and expressive language but responded well to intensive speech and language intervention, as well as to physical therapy. This favorable outcome provides an important example of the beneficial effects of therapy, even for clients with conditions generally believed to have a poor prognosis.

Language Intervention for Children with Severe Intellectual Disability: The Effects of Different Interventions on Children’s Acquisition of Receptive and Expressive Language

1992 ◽  
Vol 15 (1-2) ◽  
pp. 44-55
Author(s):  
Roger Rees ◽  
Paula Williams
Keyword(s):  
Intellectual Disability ◽  
Intervention Studies ◽  
Language Skills ◽  
Expressive Language ◽  
Language Intervention ◽  
Teaching Program ◽  
Severe Intellectual Disability ◽  
Language Measures ◽  
Family Based ◽  
Distinct Features

Three years of intervention to improve the language skills of children with severe intellectual disability are reported. Family based teaching, therapy and counselling programs were used as the basis of the interventions. Repeated language measures (norm referenced) were used to assess the effects of the interventions. Comparison with other language intervention studies are made. The distinct features of the effective behaviourally oriented teaching program are identified.

scholarly journals Maternal Iodine Status is Associated with Offspring Language Skills in Infancy and Toddlerhood

Nutrients ◽  
2018 ◽  
Vol 10 (9) ◽  
pp. 1270 ◽  
Author(s):  
Maria Markhus ◽  
Lisbeth Dahl ◽  
Vibeke Moe ◽  
Marianne Abel ◽  
Anne Brantsæter ◽  
...  
Keyword(s):  
Motor Skills ◽  
Language Skills ◽  
Developmental Outcomes ◽  
Iodine Intake ◽  
Fetal Life ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Iodine Status ◽  
Child Neurodevelopment ◽  
In Pregnancy

Inadequate iodine status affects the synthesis of the thyroid hormones and may impair brain development in fetal life. The aim of this study was to explore the association between maternal iodine status in pregnancy measured by urinary iodine concentration (UIC) and child neurodevelopment at age 6, 12 and 18 months in a population-based cohort. In total, 1036 families from nine locations in Norway were enrolled in the little in Norway cohort. The present study includes n = 851 mother-child pairs with singleton pregnancies, no use of thyroid medication in pregnancy, no severe genetic disorder, data on exposure (UIC) in pregnancy and developmental outcomes (Bayley Scales of Infant and Toddler Development, third edition). Data collection also included general information from questionnaires. We examined associations between UIC (and use of iodine-containing supplements) and repeated measures of developmental outcomes using multivariable mixed models. The median UIC in pregnancy was 78 µg/L (IQR 46–130), classified as insufficient iodine intake according to the WHO. Eighteen percent reported use of iodine-containing multisupplements. A UIC below ~100 was associated with reduced receptive (p = 0.025) and expressive language skills (p = 0.002), but not with reduced cognitive or fine- and gross motor skills. Maternal use of iodine-containing supplements was associated with lower gross motor skills (b = −0.18, 95% CI = −0.33, −0.03, p = 0.02), but not with the other outcome measures. In conclusion, an insufficient iodine intake in pregnancy, reflected in a UIC below ~100 µg/L, was associated with lower infant language skills up to 18 months. The use of iodine-containing supplements was not associated with beneficial effects.

scholarly journals Improving Teacher Practices With Children Under Five: Experimental Evidence From the Mississippi Buildings Blocks

2019 ◽  
Vol 43 (1-2) ◽  
pp. 41-76
Author(s):  
Irma Arteaga ◽  
Kathy Thornburg ◽  
Rajeev Darolia ◽  
Jacqueline Hawks
Keyword(s):  
Motor Skills ◽  
Language Skills ◽  
Child Outcomes ◽  
Building Blocks ◽  
Socioemotional Development ◽  
Fine Motor ◽  
Control Group ◽  
Math Skills ◽  
Gross Motor ◽  
Gross Motor Skills

Background: The literature on the effects of teacher coaching in early childhood (EC) education programs is underdeveloped but emerging. Using the theory of action in professional development as our theoretical framework, we hypothesize that active coaching improves teaching methods and creates a more effective classroom environment for enhancing children’s learning and skills. Objectives: This study evaluates the effects of the Mississippi Building Blocks (MBB) program, an EC intervention with a strong emphasis on supervisor and coaching training. Research design: We conduct a randomized controlled experiment in which data were collected at baseline, midpoint (Month 3), and postintervention (Month 6) in 24 preschool classrooms in Mississippi. Subjects: The experiment included 195 preschoolers, of which 95 were in classrooms led by teachers who received coaching (treatment) and 100 were in classrooms without coaching (control). Measures: We measured child’s emergent language and literacy, fine motor skills, gross motor skills, print language skills, problem-solving, math skills, and socioemotional development. Results: We find that MBB coaching led to substantial improvements in child outcomes relative to the control group, particularly in gross motor skills, print language skills, and socioemotional development. We also find some evidence that MBB coaching improved math skills, though these estimates are on the margin of statistical significance. Finally, a mediator analysis indicates that improvements in the classroom learning environment brought about by MBB coaching improved child outcomes. Conclusions: Our findings suggest that an intensive form of classroom coaching for teachers leads to significant gains in child outcomes.

scholarly journals The Expressive Language Skills of a Bilingual Child: A Case Study

2021 ◽  
Vol 6 (1) ◽  
pp. 12
Author(s):  
Risnawati Risnawati ◽  
Nurnia Nurnia ◽  
Ader Laepe
Keyword(s):  
Qualitative Method ◽  
English Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Research Question ◽  
Simple Analysis ◽  
Standard Score ◽  
Bilingual Child ◽  
The Subject

This study attempted to explore the expressive language skills of a bilingual child from year to year. A qualitative method was used with the support of simple analysis of Mean Length Utterances calculation to answer the research question. The data was taken from the transcribed videos recorded intermittently from 2015 to 2020. Initially, the MLU score of the child was only 5.7 and it did not reach the standard score of6.88 for her age. However, the child’s MLU score for the following years rose even higher than it should be. The whole words of each utterance were counted then divided by the number of utterances. Based on the data, there was no significant improvement in 2019. This might be due to the fact that the data available in 2018 was of monologue type and that the subject was less willing to speak back then. Furthermore, based on the researcher’s observation, the English proficiency of the child, especially expressive language skills mastery, increased from year to year. Besides, the child was also shown to be more motivated. She kept practicing her English with her sister by watching and making English videos and acting as a professional YoutuberKeywords:The expressive language skills, Mean Length of Utterances, Bilingual child

Incidental receptive language growth associated with expressive grammar intervention in SLI

2009 ◽  
Vol 29 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Stephen Camarata ◽  
Keith E. Nelson ◽  
Heather Gillum ◽  
Mary Camarata
Keyword(s):  
Cognitive Deficits ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Intervention ◽  
Control Group ◽  
Language Deficits ◽  
Language Growth

Children with SLI (Specific Language Impairment) display language deficits in the absence of frank neurological lesions, global cognitive deficits or significant clinical hearing loss. Although these children can display disruptions in both receptive and expressive grammar, the intervention literature has been largely focused on expressive deficits. Thus, there are numerous reports in the literature suggesting that expressive language skills can be improved using focused presentation of grammatical targets (cf. conversational recast; Camarata, Nelson & Camarata, 1994), but there have been few investigations addressing the remediation of receptive language skills in SLI for those children with receptive language deficits. The purpose of this study was to examine whether focused grammatical intervention on expressive grammar is associated with growth in receptive language in 21 children with SLI who have receptive language deficits. These children displayed significant growth in receptive language scores as an incidental or secondary association with expressive language intervention and significantly higher gains than seen in a comparison-control group with SLI and receptive language deficits ( n = 6). The theoretical and clinical implications of these results are discussed.

scholarly journals Effects of Fine Motor Development in the Subsequent Expressive and Receptive Language Skills of Children with Special Needs

2020 ◽  
Vol 3 (2) ◽  
pp. 143-144
Author(s):  
David Karlo I. Equipaje ◽  
Deborah Natalia E. Singson
Keyword(s):  
Special Needs ◽  
Motor Skills ◽  
Motor Development ◽  
Language Skills ◽  
Expressive Language ◽  
Development Program ◽  
Receptive Language ◽  
Fine Motor ◽  
International Studies ◽  
Fine Motor Skills

Studies related to developmental psychology have long recognized the importance of motor development but have recently begun to systematically map out its subsequent developmental pathways.  In many international studies, finding evidence on the effects of fine motor skills development on children's language skills with special needs (CSNs) has significantly grown much interest.  Fine motor skills and language skills play a vital role in a child's early development.  Hence, the study describes the level of performance in the fine motor domain, expressive language domain, and receptive language domain of preschool-aged CSNs of a private intervention center in Bacolod City during the school year 2019-2020. Likewise, it explores the existing relationship of the fine motor skills and language skills between the CSN's age and sex before and after participating in a fine motor development program.  Also, it determines the subsequent consequences of the fine motor development program on the expressive language skills and receptive language skills of the CSNs.

scholarly journals Spoken Vocabulary Outcomes of Toddlers With Developmental Delay After Parent-Implemented Augmented Language Intervention

2021 ◽  
pp. 1-15
Author(s):  
Casy Walters ◽  
Rose A. Sevcik ◽  
MaryAnn Romski
Keyword(s):  
Developmental Delay ◽  
Augmentative And Alternative Communication ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Sound ◽  
Intervention Group ◽  
Spoken Language ◽  
Speech Development ◽  
Language Intervention ◽  
Vocal Imitation

Purpose Early intervention using augmentative and alternative communication (AAC) supports both receptive and expressive language skills. However, many parents and clinicians still worry that augmented language intervention might delay or impair speech development. This study aimed to (a) characterize and analyze the speech sound development of toddlers with developmental delay who participated in a parent-implemented language intervention; (b) examine the accuracy of speech sounds among toddlers who participated in an augmented language intervention using speech-generating devices and toddlers who participated in a traditional, spoken language intervention; and (c) examine the relationship between baseline factors (i.e., receptive and expressive language skills, vocal imitation, and number of unintelligible utterances) and the number of spoken target vocabulary words after intervention. Method This study used extant data from two randomized control trials of parent-implemented language interventions using AAC or spoken language. Out of 109 children who completed the intervention, 45 children produced spoken target vocabulary words at the end of the intervention. We identified and phonetically transcribed spoken target vocabulary words for each child and then classified them based on Shriberg and Kwiatkowski's (1982) developmental sound classes. Results Children's speech sound accuracy was not significantly different across intervention groups. Overall, children who produced more words had more speech sound errors and higher baseline language scores. Intervention group and baseline receptive and expressive language skills significantly predicted the number of spoken target vocabulary words produced at the end of intervention. Conclusions Participation in AAC intervention resulted in significantly more spoken target vocabulary words and no statistically significant differences in speech sound errors when compared to children who received spoken language intervention without AAC. Results support using AAC interventions for very young children without the fear that it will delay speech or spoken language development. Supplemental Material https://doi.org/10.23641/asha.14265365

Children With Normal Language Skills in Preschool Classrooms for Children With Language Impairments

1992 ◽  
Vol 23 (1) ◽  
pp. 64-70 ◽  
Author(s):  
Amy L. Weiss ◽  
Monica Nakamura
Keyword(s):  
Language Skills ◽  
Language Impairments ◽  
Language Models ◽  
Language Impaired ◽  
Preschool Classrooms ◽  
Data Analyses ◽  
Age Appropriate ◽  
Normal Language ◽  
Language Competencies ◽  
Impaired Children

Three children with normally-developing language who served as peer models in a preschool classroom for language-impaired children were observed to evaluate their performance as language models. Data analyses focused on how much time each child spent alone, in activities with language-impaired classmates, with other models and/or adults, as well as how language was used by the models during conversations. Conversation samples were coded for assertiveness and responsiveness as per a taxonomy developed by Fey (1986). Results indicated that although each of the model children had the prerequisite language competencies for modeling age-appropriate language behaviors, the amount of time each spent engaging language-impaired classmates in activities and conversation varied.

scholarly journals HUBUNGAN ANTARA PENATAAN LINGKUNGAN BELAJAR OUTDOOR DENGAN KEMAMPUAN MOTORIK KASAR ANAK USIA DINI

Edukid ◽  
2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Astiani Rosnita ◽  
Rudiyanto Rudiyanto ◽  
Rita Mariyana
Keyword(s):  
Learning Environment ◽  
Motor Skills ◽  
Outdoor Learning ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
The Subject ◽  
Quantitative Descriptive ◽  
Group B ◽  
Reliability Check ◽  
The Ideal

The Contribution Of Outdoor Learning Environment To Young Children’s Gross Motor Skills. The research aims to determine about contribution of outdoor learning enviroment to young children’s evaluated gross motor skills. The research conducted in kindergartents at Gunung Sindur  District Bogor  Regency. It adopted corelation  methode. The subject of the research with 80 young children from 8 (eight)  kindergratens Group B that are taken from at Gunung Sindur they are TK Islam Ar Rasyid,TK Pertiwi,TK Al Kautsar,TK Tunas Bangsa,TK Tunas Karya,TK Nurl Iman,TK An Nahl,and TK An Nur. Data were collected through observation of outdoor learning environment and from the existing data in each respective school containing information about children’s gross motor skills. The data were analyzed with quantitative-descriptive technique involving several stages, namely validation, reliability check, the comparison of  mean test, inference. The findings show that the outdoor learning environment was in the “ideal” category for 62,50% and the result of young children’s gross motor skills evaluation were in category “develop according to expectations” for 48,75%. therefor, it can be inferred that the setting of outdoor learning environment has contribution to young children’s gross motor skills.Hubungan Antara Penataan Lingkungan Belajar Outdoor Dengan Kemampuan Motorik Kasar Anak Usia Dini. Penelitian ini bertujuan untuk mengetahui hubungan antara penataan lingkungan belajar outdoor dengan kemampuan motorik kasar anak usia dini. Penelitian ini dilakukan di sekolah Taman Kanak-kanak se-Kecamatan Gunung Sindur Kabupaten Bogor. Penelitian ini menggunakan metode korelasi. Subjek penelitian berjumlah 80 orang anak kelompok B dari 8 sekolah Taman Kanak-kanak, Taman Kanak-kanak yang di teliti yaitu TK Islam Ar-Rasyid, TK Pertiwi, TK Al-Kautsar, TK Tunas Bangsa, Tunas Karya, Nurul Iman, TK An-Nahl dan TK An-Nur. Teknik pengumpulan data dalam penelitian ini yaitu melalui observasi mengenai lingkungan belajar outdoor dan pengambilan data yang sudah ada di setiap sekolah yang berisi kemampuan motorik kasar anak. Teknis analisis data yang digunakan adalah analisis data deskriptif kuantitatif dengan beberapa tahapan diantaranya adalah proses validasi, reliabilitas, analisis uji perbandingan rata-rata, dan penarikan kesimpulan. Hasil penelitian menunjukkan lingkungan belajar outdoor berada dalam ketegori ideal yaitu sebesar 62,50% dan kemampuan motorik kasar anak usia dini berada dalam kategori berkembang sesuai harapan (BSH) sebesar 48,75%. Sehingga dapat ditarik kesimpulan adanya hubungan penataan lingkungan belajar outdoor dengan kemampuan motorik kasar anak usia dini.

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