Reliability, Predictive Validity, and Interrelationships of Early Assessment Indices Used With Developmentally Delayed Infants and Children

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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Vocal Communications of a Developmentally Delayed Child

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1802.112 ◽

1987 ◽

Vol 18 (2) ◽

pp. 112-130

Author(s):

Mary Ann Romski ◽

Sharon Ellis Joyner ◽

Rose A. Sevcik

Keyword(s):

Language Learning ◽

Developmental Delays ◽

Developmentally Delayed ◽

Language Impaired ◽

Diary Data ◽

Word Acquisition ◽

Diary Studies ◽

Usage Patterns ◽

Vocal Communications ◽

Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

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Understanding Limited Use of Amplification in Infants and Children Who Are Hard of Hearing

Perspectives on Hearing and Hearing Disorders in Childhood ◽

10.1044/hhdc25.1.15 ◽

2015 ◽

Vol 25 (1) ◽

pp. 15-23 ◽

Cited By ~ 1

Author(s):

Ryan W. McCreery ◽

Elizabeth A. Walker ◽

Meredith Spratford

Keyword(s):

Hard Of Hearing ◽

Hearing Aid ◽

Management Strategies ◽

Infants And Children ◽

Future Research ◽

Research Needs ◽

Case Examples ◽

Hearing Aid Use ◽

Wide Range ◽

In Infants And Children

The effectiveness of amplification for infants and children can be mediated by how much the child uses the device. Existing research suggests that establishing hearing aid use can be challenging. A wide range of factors can influence hearing aid use in children, including the child's age, degree of hearing loss, and socioeconomic status. Audiological interventions, including using validated prescriptive approaches and verification, performing on-going training and orientation, and communicating with caregivers about hearing aid use can also increase hearing aid use by infants and children. Case examples are used to highlight the factors that influence hearing aid use. Potential management strategies and future research needs are also discussed.

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Generalized Learning of Receptive and Expressive Action-Object Responses by Language-Delayed Preschoolers

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5504.665 ◽

1990 ◽

Vol 55 (4) ◽

pp. 665-678 ◽

Cited By ~ 6

Author(s):

Beth A. Mineo ◽

Howard Goldstein

Keyword(s):

Developmentally Delayed ◽

Matrix Training ◽

Lexical Knowledge ◽

Baseline Design ◽

Recombinative Generalization ◽

Word Combination ◽

Expressive Performance ◽

Preschool Boys ◽

Linguistic Aspect ◽

Multiple Probe

This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.

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