The Effect of Language Intervention through Interaction Play on the Expressive Language Abilities of Children from Multicultural Families

2011 ◽  
Vol 20 (4) ◽  
pp. 143-161 ◽  
Author(s):  
진순주 ◽  
신명선 ◽  
김화수
Keyword(s):  
Expressive Language ◽  
Language Intervention ◽  
Language Abilities

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

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 Joint Engagement and Early Language in Young Children With Fragile X Syndrome

2016 ◽  
Vol 59 (5) ◽  
pp. 1087-1098 ◽  
Author(s):  
Laura J. Hahn ◽  
Nancy C. Brady ◽  
Kandace K. Fleming ◽  
Steven F. Warren
Keyword(s):  
Young Children ◽  
Fragile X Syndrome ◽  
Rating Scale ◽  
Fragile X ◽  
Language Skills ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Language Abilities ◽  
Joint Engagement ◽  
Autism Symptomatology

PurposeIn this study, we examine joint engagement (JE) in young children with fragile X syndrome (FXS) and its relationship to language abilities and autism spectrum disorder symptomatology at 24 to 36 months (toddler period) and 59 to 68 months (child period).MethodParticipants were 28 children with FXS (24 boys, four girls) and their mothers. Videotaped home observations were conducted during the toddler period and coded for JE. Language abilities were measured at both ages from a developmental assessment, a functional measure, and from a language sample. The Childhood Autism Rating Scale (Schopler, Reichler, & Renner, 1988) was completed at both ages.ResultsChildren with FXS spent more time in supported JE than in coordinated JE. Using a weighted JE variable, we found that children with FXS who had higher weighted JE scores also had more advanced expressive language skills at both the toddler and child periods. Weighted JE was negatively related to autism symptomatology in the toddler period.ConclusionThis study provides evidence that children with FXS who use more JE also have more advanced expressive language skills in early development. Therefore, existing early interventions that target JE behaviors may be effective for promoting language, social communication, and social interaction in this population.

Language Improvement Following Pivotal Response Treatment for Children With Developmental Disorders

2020 ◽  
Vol 126 (1) ◽  
pp. 45-57
Author(s):  
Jessica M. Schwartzman ◽  
Kristen Strong ◽  
Christina M. Ardel ◽  
Rachel K. Schuck ◽  
M. Estefania Millan ◽  
...  
Keyword(s):  
Communication Skills ◽  
Developmental Disorders ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Pivotal Response Treatment ◽  
Early Interventions ◽  
Language Abilities ◽  
Adaptive Communication ◽  
Laboratory Observation ◽  
High Prevalence

Abstract Given the high prevalence of communication deficits in developmental disorders, there is need for efficient early interventions. The aim of this pilot study is to examine benefits of pivotal response treatment (PRT) for improving language in young children with developmental disorders without autism spectrum disorder. Parents of 15 children with developmental disorders received weekly PRT parent training for 12 weeks. Standardized parent-rated assessments were administered at baseline and post-treatment to measure changes in language. Structured laboratory observation indicated children demonstrated significantly greater frequency of utterances and improvement on standardized questionnaires measuring expressive language and adaptive communication skills following PRT. Findings suggest that PRT may be efficacious in improving language abilities among children with developmental disorders.

The Speech and Language Characteristics of Children with Prader-Willi Syndrome

1990 ◽  
Vol 55 (2) ◽  
pp. 300-309 ◽  
Author(s):  
Sallie A. Kleppe ◽  
Kerri Misaki Katayama ◽  
Kenneth G. Shipley ◽  
David R. Foushee
Keyword(s):  
Expressive Language ◽  
Spontaneous Speech ◽  
Prader Willi Syndrome ◽  
Limited Information ◽  
Speech And Language ◽  
Language Abilities ◽  
Speech Articulation ◽  
Communicative Development ◽  
Language Characteristics ◽  
Children's Speech

Prader-Willi syndrome was initially identified in 1956. Since then, a majority of the literature pertaining to Prader-Willi has focused on the medical and genetic aspects of the syndrome. There has been limited information available regarding the speech and language abilities of children with Prader-Willi. This study investigated the communicative development of 18 children with the syndrome, ranging in age from 8:8 to 17:1. A number of evaluative procedures were used to evaluate the subjects' spontaneous speech, articulation, and receptive and expressive language abilities, as well as their voice, fluency, oral mechanisms, hearing, and their developmental histories. A variety of communicative deficiencies were found in the children's speech, language, voice, and fluency.

Improved receptive and expressive language abilities in nonfluent aphasic stroke patients after application of rTMS: An open protocol case series

2012 ◽  
Vol 5 (3) ◽  
pp. 274-286 ◽  
Author(s):  
Caroline H.S. Barwood ◽  
Bruce E. Murdoch ◽  
Brooke-Mai Whelan ◽  
David Lloyd ◽  
Stephan Riek ◽  
...  
Keyword(s):  
Expressive Language ◽  
Case Series ◽  
Stroke Patients ◽  
Language Abilities

Environmental Language Intervention: The Rationale for a Diagnostic and Training Strategy through Rules, Context, and Generalization

1974 ◽  
Vol 39 (3) ◽  
pp. 244-256 ◽  
Author(s):  
James D. MacDonald ◽  
Judith Presser Blott
Keyword(s):  
Expressive Language ◽  
Intervention Strategy ◽  
Environmental Context ◽  
Language Intervention ◽  
Early Language ◽  
Theoretical Rationale ◽  
Training Strategy ◽  
Language Classes ◽  
And Training

The Environmental Language Intervention Strategy is proposed as a singular approach to the diagnosis and training of individuals with severely delayed expressive language. The strategy places in a clinical framework the semantically based approach to grammar of Bloom, Schlesinger, and Brown by selecting as the content for diagnosis and for training those eight rules governing the semantic functions of early two-word utterances in a variety of languages. The rules are elicited with linguistic and nonlinguistic cues that represent the full environmental context of the utterance. The strategy also samples and trains the early language rules in imitation, conversation, and play in order to include, from the beginning of intervention, procedures for training generalization of new language classes to spontaneous use. The theoretical rationale for the strategy is discussed, and operational definitions of the rules are presented. The procedures for using the strategy in diagnosis and training are introduced.

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