Parent-Child Language Barrier Linked to Bad Behavior

ASHA Leader ◽  
2016 ◽  
Vol 21 (9) ◽  
Keyword(s):  
Child Language ◽  
Language Barrier ◽  
Parent Child

scholarly journals Assessing Parent Behaviours in Parent–Child Interactions with Deaf and Hard of Hearing Infants Aged 0–3 Years: A Systematic Review

2021 ◽  
Vol 10 (15) ◽  
pp. 3345
Author(s):  
Martina Curtin ◽  
Evelien Dirks ◽  
Madeline Cruice ◽  
Rosalind Herman ◽  
Lauren Newman ◽  
...  
Keyword(s):  
Systematic Review ◽  
Assessment Tool ◽  
Child Language ◽  
Evidence Base ◽  
Deaf Children ◽  
Clinical Tool ◽  
Coding Systems ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Background: Despite early identification and advancements in cochlear implant and hearing aid technology, delays in language skills in deaf children continue to exist. Good-quality parent–child interaction (PCI) is a key predictor for the successful development of deaf children’s signed and/or spoken language. Though professionals have standard assessments to monitor child language, a clinical tool to observe the quality of parental interaction is yet to be developed. Aims and methods: This systematic review with narrative synthesis aims to uncover which parent behaviours are assessed in PCI studies with deaf infants aged 0–3 years, how these behaviours are assessed, and which are correlated with higher scores in child language. Results: Sixty-one papers were included, spanning 40 years of research. Research included in the review assessed parents’ skills in gaining attention, joint engagement, emotional sensitivity, and language input. PCI was mostly assessed using coding systems and frame-by-frame video analysis. Some of the parent behaviours mentioned previously are associated with more words produced by deaf children. Conclusion: The results of the review provide the evidence base required to develop the content of a future clinical assessment tool for parent–child interaction in deafness.

scholarly journals Mapping the literature on parent-child language across activity contexts: a scoping review

2021 ◽  
pp. 1-19
Author(s):  
Caitlin Holme ◽  
Sam Harding ◽  
Sue Roulstone ◽  
Patricia J. Lucas ◽  
Yvonne Wren
Keyword(s):  
Scoping Review ◽  
Child Language ◽  
Parent Child

scholarly journals Parents modify gesture according to task demands and child language needs

2018 ◽  
Vol 38 (4) ◽  
pp. 419-439 ◽  
Author(s):  
Charlotte Wray ◽  
Courtenay Frazier Norbury
Keyword(s):  
Language Disorder ◽  
Child Language ◽  
Task Demands ◽  
Typically Developing ◽  
Language Difficulties ◽  
Language Needs ◽  
Communication Demands ◽  
Child Gesture ◽  
Problem Solving Task ◽  
Parent Child

Parent–child interaction plays a crucial role in early language acquisition. In young typically developing children, direct and indirect relationships between parent gesture, child gesture and child language have been observed. Far less is known about these relationships in atypical language development. The present study investigated parent gesture frequency in relation to child gesture frequency and language ability. Parent–child dyads were observed for children aged 6–8 years with developmental language disorder (DLD: n = 21) relative to parents of typically developing peers (TD: n = 18) and children with low language (LL) and educational concerns ( n = 21). Parents of children with DLD gestured at significantly higher rates than parents of TD children, but only during a complex interactive problem solving task. Across the entire sample, parent gesture rate was positively correlated with child gesture rate, but negatively correlated with child vocabulary. Parent gesture thus may serve as a strategy to maximise communication success for children with language difficulties and is most evident when communication demands are high.

scholarly journals The impact of book reading in the early years on parent–child language interaction

2016 ◽  
Vol 17 (1) ◽  
pp. 92-110 ◽  
Author(s):  
Jill Gilkerson ◽  
Jeffrey A Richards ◽  
Keith J Topping
Keyword(s):  
Child Language ◽  
Early Years ◽  
Gender Effects ◽  
Book Reading ◽  
Automatic Assessment ◽  
Practical Action ◽  
Early Language Development ◽  
Conversational Turns ◽  
The Impact ◽  
Parent Child

Early language development predicts later reading competence, but does reading to young children enhance the language interaction between them and their parents? Automatic assessment of language interaction now yields adult word counts, conversational turn counts and child vocalization counts. This study had 98 families return reading activity logs for a day coinciding with automatic language analysis, and of these, 36 reported reading with their children aged 26–61 months on that day. Reading periods yielded much higher adult word counts and conversational turns than non-reading periods, indicating a greater degree of parent–child language engagement and interaction during reading periods. Such differences were not evident in child vocalization. Adult word counts and conversational turns were high during reading for both high and low education level mothers. Gender effects during reading were evident for adult word counts (but not conversational turns or child vocalization), indicating greater adult word counts with male children. These results have important implications for practical action by parents.

FC14-05 - Parent-mediated communication-focused treatment for preschool children with autism (MRC PACT); a randomised controlled trial

2011 ◽  
Vol 26 (S2) ◽  
pp. 1897-1897 ◽  
Author(s):  
J. Green ◽  
T. Charman ◽  
H. Mc Conachie ◽  
C. Aldred ◽  
V. Slonims ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Social Communication ◽  
Child Language ◽  
Controlled Trial ◽  
Social Adaptation ◽  
Mediated Communication ◽  
Autism Symptoms ◽  
Autism Symptomatology ◽  
Randomised Controlled ◽  
Parent Child

IntroductionEvidence from previous small trials has suggested the effectiveness of early social communication interventions for autism.ObjectivesThe Preschool Autism Communication Trial (PACT) investigated the efficacy of such an intervention in the largest psychosocial autism trial to date.AimsTo provide a stringent test of a pre-school communication intervention for autism.Methods152 children with core autism aged 2 years - 4 years 11 months in a 3 site 2 arm single (assessor) blinded randomised controlled trial of the parent-mediated communication-focused intervention added to treatment as usual (TAU) against TAU alone. Primary outcome; severity of autism symptoms (modified social communication algorithm from Autism Diagnostic Observation Schedule-Generic, ADOS-G). Secondary outcomes; blinded measures of parent-child interaction, child language, and adaptation in school.ResultsAt 13 month endpoint the treatment resulted in strong improvement in parental synchronous response to child (adjusted between-group effect size 1.22 (95% CI 0.85, 1.59) and child initiations with parent (ES 0.41 (0.08, 0.74) but small effect on autism symptomatology (ADOS-G, ES -0.24 (95% CI -0.59, 0.11) ns). Parents (not blind to allocation) reported strong treatment effects on child language and social adaptation but effects on blinded research assessed language and school adaptation were small.ConclusionsAddition of the PACT intervention showed clear benefit in improving parent-child dyadic social communication but no substantive benefit over TAU in modifying objectively rated autism symptoms. This attenuation on generalisation from ‘proximal’ intervention effects to wider symptom change in other contexts remains a significant challenge for autism treatment and measurement methodology.

scholarly journals The Association of the Parent–Child Language Acculturation Gap with Obesity and Cardiometabolic Risk in Hispanic/Latino Youth: Results from the Hispanic Community Children’s Health Study/Study of Latino Youth (SOL Youth)

2021 ◽  
Author(s):  
Madison N LeCroy ◽  
Garrett M Strizich ◽  
Linda C Gallo ◽  
Krista P Perreira ◽  
Guadalupe X Ayala ◽  
...  
Keyword(s):  
Child Language ◽  
Latino Youth ◽  
Children's Health ◽  
Health Study ◽  
Cardiometabolic Health ◽  
Acculturation Gap ◽  
Language Acculturation ◽  
Hispanic Community ◽  
Cardiometabolic Markers ◽  
Parent Child

Abstract Background Hispanic/Latino youth are disproportionately burdened by obesity and have a high prevalence of prediabetes and dyslipidemia. Differences in parent and child acculturation related to language use and preference (i.e., language acculturation) are associated with adverse cardiometabolic health behaviors, but no study has examined associations with cardiometabolic markers. Purpose To determine whether discordance in parent–child language acculturation (parent–child acculturation gap) was associated with poor youth cardiometabolic health. Methods Hispanic/Latino 8–16-year-olds (n = 1,466) and parents from the Hispanic Community Children’s Health Study/Study of Latino Youth (SOL Youth) were examined. Mean scores for the Brief ARSMA-II’s Anglo (AOS) and Latino (LOS) Orientation Scales represented language acculturation. Cardiometabolic markers included youth body mass index (BMI) percentile, blood pressure percentiles, and dysglycemia and hyperlipidemia measures. Missing data were imputed. Survey-weighted multivariable linear regression examined the association of youth, parent, and youth × parent (the acculturation gap) AOS and LOS scores separately with each cardiometabolic marker. Results Youth reported greater English and lower Spanish use than parents. Greater discordance in AOS scores was associated with elevated BMI percentile only (p-for-interaction < .01). The LOS acculturation gap was not associated with any outcome. Adjustment for acculturative stress, family functioning and closeness, parenting style, and youth’s diet and physical activity did not alter findings. Removal of nonsignificant acculturation gaps did not indicate an association between individual youth or parent AOS or LOS scores and any cardiometabolic marker. Conclusions Discordance in Hispanic/Latino parent–child dyads’ English use may relate to increased risk for childhood obesity. Future studies should identify mediators of this association.

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