Play-Language Relationships in Young Children With Developmental Delays

1991 ◽  
Vol 34 (1) ◽  
pp. 112-122 ◽  
Author(s):  
Marianne D. Kennedy ◽  
Margaret K. Sheridan ◽  
Sara H. Radlinski ◽  
Marjorie Beeghly
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Language Development ◽  
Clinical Assessment ◽  
Developmental Delays ◽  
Free Play ◽  
Symbolic Play ◽  
Language Behavior ◽  
Normal Language

The purpose of this longitudinal study was to determine whether the reported parallels between symbolic play and normal language development were evidenced in 6 children with developmental delays of varying etiologies. Subjects’ play and language behavior over a 6-month period was videotaped and analyzed during free play and modeling tasks. Although results supported the correspondences previously reported between normal language development and symbolic play, the variability across observations in the present subjects was more marked than expected. Implications for clinical assessment are discussed.

scholarly journals A longitudinal study of auditory evoked field and language development in young children

NeuroImage ◽  
2014 ◽  
Vol 101 ◽  
pp. 440-447 ◽  
Author(s):  
Yuko Yoshimura ◽  
Mitsuru Kikuchi ◽  
Sanae Ueno ◽  
Kiyomi Shitamichi ◽  
Gerard B. Remijn ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Language Development

A Story Completion Approach as a Measure of Language Development in Children

1977 ◽  
Vol 20 (2) ◽  
pp. 358-372 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Kenneth W. Wrasse
Keyword(s):  
Language Development ◽  
Clinical Significance ◽  
Grammatical Structure ◽  
Language Behavior ◽  
Normal Language ◽  
Older Subjects ◽  
Story Completion ◽  
Grammatical Structures

A task employing a story completion approach was administered to 120 children who exhibited normal language development. Fifteen boys and 15 girls at four-, five-, six-, and seven-year age levels were tested. The test elicits 14 grammatical structures using 28 stories. Significant differences in structures did not occur between the sexes at any age level but males required more prompting. Significant differences in the total number of correct responses were established between the four and five year olds and between the five and six year olds but not between the six and seven year olds. Performance by age varied according to the grammatical structure. Simple structures were produced most accurately by the younger subjects while the more advanced ones were used by the older subjects. Discussion of results emphasized normal cognitive and language development as well as the clinical significance for the assessment of language behavior.

P3: A longitudinal study of auditory evoked field and language development in young children

2014 ◽  
Vol 125 ◽  
pp. S49
Author(s):  
Y. Yoshimura ◽  
M. Kikuchi ◽  
H. Hiraishi ◽  
C. Hasegawa ◽  
G.B. Remijn ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Language Development

Modified Hearing Screening Method

PEDIATRICS ◽  
1970 ◽  
Vol 46 (6) ◽  
pp. 938-940
Author(s):  
James G. Callas ◽  
Evelyn R. Callas
Keyword(s):  
Young Children ◽  
Language Development ◽  
Newborn Screening ◽  
Screening Method ◽  
Original Method ◽  
Hearing Screening ◽  
Age Group ◽  
Screening Techniques ◽  
The Subject ◽  
Normal Language

The subject of this communication is a modifled technique for hearing screening in young children that is quick, easy to use, and appears to be effective. In the original method described by Hardy, et al.,1 based on earlier work by Ewing and Ewing,2 the child sits on his mother's lap, facing another adult who attracts the child's attention with a toy. A third adult crouches behind the child, out of sight, and operates a variety of noise makers. The hearing child usually responds by turning his head toward the sound. This technique is most suitable for the 9-month to 18-month age group when the patient is too old for newborn screening techniques and too young for conventional audiometry and when deafness may not yet be suspected from failure of normal language development.

Symbolic Play Development in Toddlers With Expressive Specific Language Impairment (SLI-E)

1992 ◽  
Vol 35 (6) ◽  
pp. 1290-1302 ◽  
Author(s):  
Leslie Rescorla ◽  
Marijke Goossens
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Symbolic Play ◽  
Specific Language ◽  
Neutral Object ◽  
Play Behaviors ◽  
Normal Language ◽  
Symbol Use ◽  
Play Development

Twenty toddlers with expressive specific language impairment (SLI-E) and 20 toddlers with normal language development were compared in their symbolic play development. The groups did not differ in amount of engagement with the toys or in functional conventional play behaviors. However, the children with SLI-E displayed less decentered play (use of play schemes with a doll or another person), less well-developed sequential play, and fewer occurrences of symbolic play transformations (use of a neutral object or an absent object to carry out pretending). The provision of structure in the form of thematically related toy sets, instructions, and modeling did not reduce the discrepancy between demonstrated play behaviors of toddlers with SLI-E and their normally developing peers. Three possible explanations for this discrepancy are considered: a "stylistic" difference in play, a developmental lag in symbol use, or a deficit in retrieval of stored symbolic representation.

Language Behaviors of Mothers of Children with Normal and Delayed Language

1983 ◽  
Vol 14 (4) ◽  
pp. 233-242 ◽  
Author(s):  
Judith Love Bondurant ◽  
Dominic J. Romeo ◽  
Richard Kretschmer
Keyword(s):  
Language Development ◽  
Expressive Language ◽  
Free Play ◽  
Language Behavior ◽  
The Mean

The language behavior of mothers of children with normally developing language was compared to that of mothers of children whose overall development appeared normal except for delayed expressive language. The two randomly selected groups of children from 2 to 5 years of age were matched in age within 6 months. The language of both groups of mothers, as they interacted with their children in a structured task situation and an unstructured free play situation, was recorded via audiotape, then transcribed and analyzed. Significant differences were found in the mean length of utterances, the number of questions and directions, and the number of acceptance and rejection utterances given by the mothers. Results suggest areas for further investigation leading to recommendations for parents and preschool programming prompting language development.

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.

The Token and Reporter's Tests

1985 ◽  
Vol 16 (4) ◽  
pp. 244-255
Author(s):  
Penelope K. Hall ◽  
Linda S. Jordan
Keyword(s):  
Language Development ◽  
Language Disorders ◽  
Language Assessment ◽  
Assessment Instruments ◽  
Token Test ◽  
Normal Language

The performance of 123 language-disordered children on the DeRenzi and Faglioni form of the Token Test and the DeRenzi and Ferrari Reporter's Test were analyzed using two scoring conventions, and then compared with the performances of children with presumed normal language development. Correlations with other commonly used language assessment instruments are cited. Use of the Token and Reporter's Tests with children exhibiting language disorders is suggested.

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