Social Valence in Children With Specific Language Impairment During Imitation-Based and Conversation-Based Language Intervention

1994 ◽  
Vol 37 (2) ◽  
pp. 378-388 ◽  
Author(s):  
Katarina L. Haley ◽  
Stephen M. Camarata ◽  
Keith E. Nelson
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
High Frequency ◽  
Rating Scale ◽  
Language Intervention ◽  
Nonverbal Behaviors ◽  
Language Programs ◽  
Specific Language ◽  
Point Rating Scale ◽  
Verbal Initiations

This study investigated the level of social valence and type of social behaviors expressed in 15 children with specific language impairment as they engaged in typical language intervention activities during conversation-based and imitation-based language programs. These programs were both applied to each child over a period of several weeks. Videotapes of treatment sessions were analyzed for the presence of five verbal and 11 nonverbal behaviors selected to measure social valence. In addition, the child’s level of social valence was scored on a three-point rating scale. The results showed that although both types of treatments were predominantly associated with positive social valence ratings and a high frequency of smiling, laughing, and engagement in the activities, a significantly higher number of these positive ratings and behaviors were noted within conversation-based treatment. In contrast, although negative social valence ratings and expressions of boredom or dislike were very rare, these were observed more frequently under imitation-based treatment. There was a significantly higher rate of verbal initiations in the conversation-based treatment, and a significantly higher rate of quiet, passive participation in the imitation-based treatment. The findings are discussed in relation to treatment selection and viable strategies for assessing treatment acceptability in children.

scholarly journals Elicitation of the passé composé in French preschoolers with and without specific language impairment

2008 ◽  
Vol 29 (3) ◽  
pp. 341-365 ◽  
Author(s):  
PHAEDRA ROYLE ◽  
ELIN T. THORDARDOTTIR
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
High Frequency ◽  
Morphological Structure ◽  
Age Of Acquisition ◽  
Specific Language ◽  
Verb Inflection ◽  
French Speaking ◽  
Mean Length Of Utterance ◽  
Passe Compose

ABSTRACTThis study examines inflectional abilities in French-speaking children with specific language impairment (SLI) using a verb elicitation task. Eleven children with SLI and age-matched controls (37–52 months) participated in the experiment. We elicited the passé composé using eight regular and eight irregular high frequency verbs matched for age of acquisition. Children with SLI showed dissimilar productive verb inflection abilities to control children (even when comparing participants with similar verb vocabularies and mean length of utterance in words). Control children showed evidence of overregularization and sensitivity to morphological structure, whereas no such effects were observed in the SLI group. Error patterns observed in the SLI group demonstrate that, at this age, they cannot produce passé composé forms in elicitation tasks, even though some participants used them spontaneously. Either context by itself might therefore be insufficient to fully evaluate productive linguistic abilities in children with SLI.

Access Behaviors of Children With Specific Language Impairment

1993 ◽  
Vol 36 (2) ◽  
pp. 322-337 ◽  
Author(s):  
Holly K. Craig ◽  
Julie A. Washington
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Chronological Age ◽  
Nonverbal Behaviors ◽  
Specific Language ◽  
Control Subjects ◽  
Normal Language ◽  
Verbal And Nonverbal Behaviors ◽  
Gain Access ◽  
Language Literature

The verbal and nonverbal behaviors used by 5 children with specific language impairment (SLI) to attempt to gain access into established interactions were described and compared with those of chronological-age-mates and language-similar control subjects. Three of the children with SLI were unsuccessful. Two of the children with SLI achieved access but did so without using linguistic forms like those most normal-language children use. All of the children with normal language accessed, and most did so quickly and easily using an orderly and sequential set of indirect behaviors. The findings contribute to social-linguistic characterizations of SLI and clarify specific aspects of access described in the normal-language literature.

The Relationship of Language and Emotion Regulation Skills to Reticence in Children With Specific Language Impairment

2004 ◽  
Vol 47 (3) ◽  
pp. 637-646 ◽  
Author(s):  
Martin Fujiki ◽  
Matthew P. Spackman ◽  
Bonnie Brinton ◽  
Andrea Hall
Keyword(s):  
Emotion Regulation ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Rating Scale ◽  
Teacher Behavior ◽  
Language Ability ◽  
Specific Language ◽  
Behavior Rating Scale ◽  
Significant Difference ◽  
The Relationship

This study examined the relationship between emotion regulation, language ability, and reticent behavior in children with specific language impairment (SLI) and their typical peers. Participants included 43 children with SLI and 43 typically developing children, for a total sample of 86 participants. Children were selected from 2 age ranges: 5–8 years and 9–12 years. The Emotion Regulation Checklist (ERC; A. Shields & D. Cicchetti, 1997, 1998) and the Teacher Behavior Rating Scale (TBRS; C. H. Hart & C. C. Robinson, 1996) were completed by each child’s teacher to provide measures of emotion regulation and reticence, respectively. The Comprehensive Assessment of Spoken Language (CASL; E. Carrow-Woodfolk, 1999) was administered to provide a measure of language ability. A regression analysis including all participants indicated that the emotion regulation scores and the CASL scores were significant predictors of the reticence scores, accounting for 43% of the variance. Group-specific analyses were then conducted to determine whether the 2 predictor scales differentially predicted reticence based on language and age groups. None of the tests exceeded the.05 level, indicating that there was no significant difference in predictive power on the 2 factors in question. KEY WORDS: emotion regulation, language impairment, reticence, withdrawal, socioemotional

Verb Use in Specific Language Impairment

1997 ◽  
Vol 40 (6) ◽  
pp. 1298-1313 ◽  
Author(s):  
Gina Conti-Ramsden ◽  
Melanie Jones
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
High Frequency ◽  
Critical Mass ◽  
Verb Morphology ◽  
Lexical Diversity ◽  
Specific Language ◽  
Normal Language ◽  
Matched Samples

The aim of the present study was to use longitudinal data to provide a detailed profile of early word combinations by children with SLI. Three children with SLI were videotaped during mother-child interactions in the home over a 2-year period. The data obtained were compared to MLU-matched samples of normal language-learning children from Wells’ (1981) longitudinal database, which provided a control for the linguistic measures used in this study. A range of analyses were carried out on controlled data samples in order to determine how the children with SLI’s early utterances compared with those of MLU-matched normal language peers. The measures were specifically designed to assess the children’s use of verbs and verb morphology because recent research has suggested that verbs may play a central role in the acquisition process, and children with SLI may have particular problems with verbs. We found that children with SLI used verbs less frequently, nouns more frequently, and were more input-dependent than their MLU-matched peers. The children with SLI used verb bare stems incorrectly more often than their MLU-matched counterparts. However, further analyses showed that this high frequency of incorrect bare stems may be at least partly due to the fact that children with SLI have particular difficulties using auxiliaries. Furthermore, the proportion of verb use that consisted of General All Purpose (GAP) verbs for children with SLI was similar to that of the MLU-matched children. The above findings were compared with those from other relevant studies of lexical diversity in children with SLI, and the potential implications of these data for theories of SLI language development were discussed, particularly with reference to Marchman and Bates’ (1994) "critical mass" hypothesis.

scholarly journals Tracking the Growth of Tense and Agreement in Children With Specific Language Impairment: Differences Between Measures of Accuracy, Diversity, and Productivity

2017 ◽  
Vol 60 (12) ◽  
pp. 3590-3600 ◽  
Author(s):  
Laurence B. Leonard ◽  
Eileen Haebig ◽  
Patricia Deevy ◽  
Barbara Brown
Keyword(s):  
Sample Size ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Intervention Study ◽  
Language Intervention ◽  
Growth Trajectories ◽  
Verb Morphology ◽  
Specific Language ◽  
Composite Measures ◽  
Composite Scores

Purpose Composite measures of children's use of tense and agreement morphology differ in their emphasis on accuracy, diversity, or productivity, yet little is known about how these different measures change over time. An understanding of these differences is especially important for the study of children with specific language impairment, given these children's extraordinary difficulty with this aspect of grammar. Method We computed 3 types of composite scores from spontaneous speech samples obtained from 17 preschoolers with specific language impairment before, during, and after their participation in a language intervention study. These measures were the Finite Verb Morphology Composite (a measure of accuracy), the Tense Marker Total (a measure of diversity), and the Productivity Score (a measure of productivity). Results The 3 measures differed in their growth trajectories. Sample size did not alter the linear or quadratic nature of growth of any composite, although it did affect the absolute values found for the Tense Marker Total and Productivity Score. Conclusion Even when sample size is controlled, early growth can be seen in tense and agreement accuracy with relatively limited diversity and productivity, whereas later growth in diversity and productivity can occur with very little change in accuracy.

Specific Language Impairment and Executive Functioning: Parent and Teacher Ratings of Behavior

2013 ◽  
Vol 22 (2) ◽  
pp. 161-172 ◽  
Author(s):  
Kacie Wittke ◽  
Tammie J. Spaulding ◽  
Calli J. Schechtman
Keyword(s):  
Preschool Children ◽  
Executive Functioning ◽  
Teacher Perceptions ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Rating Scale ◽  
Supporting Evidence ◽  
Language Abilities ◽  
Specific Language ◽  
And Gender

Purpose The current study used the Behavior Rating Inventory of Executive Function—Preschool Version (BRIEF–P; Gioia, Espy, & Isquith, 2003), a rating scale designed to investigate executive behaviors in everyday activities, to examine the executive functioning of preschool children with specific language impairment (SLI) relative to their typically developing (TD) peers. Method Nineteen preschool children with SLI were age- and gender-matched to 19 TD peers. Both parents and teachers of the participants completed the BRIEF–P. Results The executive functioning of children with SLI were rated significantly worse than those of controls by both parents and teachers. Adults' perceptions of the children's executive functioning significantly correlated with the children's language abilities. Conclusion Parent and teacher perceptions of executive functioning in children with SLI align with prior findings of executive deficits that have been documented on neuropsychological assessments and experimental tasks. Furthermore, the results provide additional supporting evidence of the relationship between language abilities and executive functioning in early child development.

scholarly journals Verb inflection in German-learning children with typical and atypical language acquisition: the impact of subsyllabic frequencies

2012 ◽  
Vol 40 (1) ◽  
pp. 169-192 ◽  
Author(s):  
SUSAN OTT ◽  
BARBARA HÖHLE
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
High Frequency ◽  
Low Frequency ◽  
English Learning ◽  
Typical Development ◽  
Specific Language ◽  
Differential Performance ◽  
Verb Forms ◽  
The Impact

ABSTRACTPrevious research has shown that high phonotactic frequencies facilitate the production of regularly inflected verbs in English-learning children with specific language impairment (SLI) but not with typical development (TD). We asked whether this finding can be replicated for German, a language with a much more complex inflectional verb paradigm than English. Using an elicitation task, the production of inflected nonce verb forms (3rd person singular with -t suffix) with either high- or low-frequency subsyllables was tested in sixteen German-learning children with SLI (ages 4;1–5;1), sixteen TD-children matched for chronological age (CA) and fourteen TD-children matched for verbal age (VA) (ages 3;0–3;11). The findings revealed that children with SLI, but not CA- or VA-children, showed differential performance between the two types of verbs, producing more inflectional errors when the verb forms resulted in low-frequency subsyllables than when they resulted in high-frequency subsyllables, replicating the results from English-learning children.

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