scholarly journals Preschool Language Development of Children Born to Opioid-Dependent Mothers

2021 ◽  
Author(s):  
Hyun Min Kim ◽  
Reisha Bone ◽  
Brigid McNeill ◽  
Samantha Lee ◽  
Gail Gillon ◽  
...  
Keyword(s):  
Language Development ◽  
Maternal Education ◽  
Methadone Maintenance ◽  
Language Outcomes ◽  
Prenatally Exposed ◽  
Significant Independent Predictor ◽  
Preschool Language ◽  
Education Participation ◽  
Quality Of Parenting

Increasing evidence suggests that prenatal exposure to opioids can adversely influence brain development, yet, limited data exists on the effects of opioid-exposure on preschool language development. Our study aimed to characterize the nature and prevalence of language problems in children prenatally exposed to opioids, and the factors that support or hinder language acquisition. A sample of 100 children born to pregnant women in methadone maintenance treatment and 110 randomly identified non-exposed children were studied from birth to age 4.5 years. At 4.5 years, 89 opioid-exposed and 103 non-exposed children completed the preschool version of the Clinical Evaluation of Language Fundamentals (CELF-P) as part of a comprehensive neurodevelopmental assessment. Children prenatally exposed to opioid had poorer receptive and expressive language outcomes at age 4.5 years compared to non-exposed children. After adjustment for child sex, maternal education, other pregnancy substance use, maternal pregnancy nutrition and prenatal depression, opioid exposure remained a significant independent predictor of children’s total CELF-P language score. Examination of a range of potential intervening factors showed that a composite measure of the quality of parenting and home environment at 18 months and early childhood education participation at 4.5 years were important positive mediators.

scholarly journals Preschool Language Development of Children Born to Women with an Opioid Use Disorder

Children ◽  
2021 ◽  
Vol 8 (4) ◽  
pp. 268
Author(s):  
Hyun Min Kim ◽  
Reisha M. Bone ◽  
Brigid McNeill ◽  
Samantha J. Lee ◽  
Gail Gillon ◽  
...  
Keyword(s):  
Language Development ◽  
Maternal Education ◽  
Methadone Maintenance ◽  
Opioid Use Disorder ◽  
Prenatally Exposed ◽  
Opioid Use ◽  
Significant Independent Predictor ◽  
Preschool Language ◽  
Education Participation ◽  
Quality Of Parenting

Increasing evidence suggests that prenatal exposure to opioids may affect brain development, but limited data exist on the effects of opioid-exposure on preschool language development. Our study aimed to characterize the nature and prevalence of language problems in children prenatally exposed to opioids, and the factors that support or hinder language acquisition. A sample of 100 children born to pregnant women in methadone maintenance treatment and 110 randomly identified non-exposed children were studied from birth to age 4.5 years. At 4.5 years, 89 opioid-exposed and 103 non-exposed children completed the preschool version of the Clinical Evaluation of Language Fundamentals (CELF-P) as part of a comprehensive neurodevelopmental assessment. Children prenatally exposed to opioids had poorer receptive and expressive language outcomes at age 4.5 years compared to non-opioid exposed children. After adjustment for child sex, maternal education, other pregnancy substance use, maternal pregnancy nutrition and prenatal depression, opioid exposure remained a significant independent predictor of children’s total CELF-P language score. Examination of a range of potential intervening factors showed that a composite measure of the quality of parenting and home environment at age 18 months and early childhood education participation at 4.5 years were important positive mediators.

scholarly journals The quality of child-directed speech depends on the speaker's language proficiency

2019 ◽  
Vol 47 (1) ◽  
pp. 132-145 ◽  
Author(s):  
Erika HOFF ◽  
Cynthia CORE ◽  
Katherine F. SHANKS
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Language Proficiency ◽  
Maternal Education ◽  
English Proficiency ◽  
Native Speakers ◽  
Child Language ◽  
Native English Speakers ◽  
English Speakers

AbstractMany children learn language, in part, from the speech of non-native speakers who vary in their language proficiency. To investigate the influence of speaker proficiency on the quality of child-directed speech, 29 mothers who were native English speakers and 31 mothers who were native speakers of Spanish and who reported speaking English to their children on a regular basis were recorded interacting with their two-year-old children in English. Of the non-native speakers, 21 described their English proficiency as ‘good’, and eight described their English proficiency as ‘limited’. ANCOVAs, controlling for differences in maternal education and child language level, revealed significant effects of group on lexical and grammatical properties of child-directed speech that the literature has identified as positive predictors of child language development. These results suggest that the child-directed speech of native speakers and non-native speakers with good proficiency provide a richer database for language acquisition than the child-directed speech of speakers with limited proficiency.

scholarly journals Infant-Directed Speech Enhances Attention to Speech in Deaf Infants With Cochlear Implants

2017 ◽  
Vol 60 (11) ◽  
pp. 3321-3333 ◽  
Author(s):  
Yuanyuan Wang ◽  
Tonya R. Bergeson ◽  
Derek M. Houston
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Cochlear Implants ◽  
Empirical Studies ◽  
Theoretical Models ◽  
Auditory Comprehension ◽  
Language Outcomes ◽  
Preschool Language ◽  
Early Language Development ◽  
Infant Language

Purpose Both theoretical models of infant language acquisition and empirical studies posit important roles for attention to speech in early language development. However, deaf infants with cochlear implants (CIs) show reduced attention to speech as compared with their peers with normal hearing (NH; Horn, Davis, Pisoni, & Miyamoto, 2005; Houston, Pisoni, Kirk, Ying, & Miyamoto, 2003), which may affect their acquisition of spoken language. The main purpose of this study was to determine (a) whether infant-directed speech (IDS) enhances attention to speech in infants with CIs, as compared with adult-directed speech (ADS), and (b) whether the degree to which infants with CIs pay attention to IDS is associated with later language outcomes. Method We tested 46 infants—12 prelingually deaf infants who received CIs before 24 months of age and had 12 months of hearing experience (CI group), 22 hearing experience–matched infants with NH (NH-HEM group), and 12 chronological age–matched infants with NH (NH-CAM group)—on their listening preference in 3 randomized blocks: IDS versus silence, ADS versus silence, and IDS versus ADS. We administered the Preschool Language Scale–Fourth Edition (PLS-4; Zimmerman, Steiner, & Pond, 2002) approximately 18 months after implantation to assess receptive and expressive language skills of infants with CIs. Results In the IDS versus silence block, all 3 groups looked significantly longer to IDS than to silence. In the ADS versus silence block, both the NH-HEM and NH-CAM groups looked significantly longer to ADS relative to silence; however, the CI group did not show any preference. In the IDS versus ADS block, whereas both the CI and NH-HEM groups preferred IDS over ADS, the NH-CAM group looked equally long to IDS and ADS. IDS preference quotient among infants with CIs in the IDS versus ADS block was associated with PLS-4 Auditory Comprehension and PLS-4 Expressive Communication measures. Conclusions Two major findings emerge: (a) IDS enhances attention to speech in deaf infants with CIs; (b) the degree of IDS preference over ADS relates to language development in infants with CIs. These results support a focus on input in developing intervention strategies to mitigate the effects of hearing loss on language development in infants with hearing loss.

The Colorado Journey Towards Optimal Outcomes for Children With Hearing Loss

2010 ◽  
Vol 20 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Christine Yoshinaga-Itano
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hard Of Hearing ◽  
Diverse Population ◽  
Language Outcomes ◽  
Maternal Bonding ◽  
Level Of Education ◽  
Optimal Outcomes ◽  
Outcomes For Children ◽  
Children With Hearing Loss

Abstract It is possible for children who are deaf or hard of hearing to attain language development comparable to their hearing peers, but these outcomes are not guaranteed. The population of children with hearing loss is a diverse population and although the variable of the age of identification is less variable, there are numerous variables that could potentially and have historically impacted language outcomes of children who are deaf or hard of hearing. Variables such as hearing loss, maternal level of education, and maternal bonding can overcome the benefits of earlier identification and intervention.

Language development, metalinguistic awareness, and emergent literacy skills of 3-year-old children in relation to social class

1994 ◽  
Vol 15 (3) ◽  
pp. 371-394 ◽  
Author(s):  
Carolyn Chaney
Keyword(s):  
Language Development ◽  
Socioeconomic Factors ◽  
Family Literacy ◽  
Maternal Education ◽  
Family Income ◽  
Metalinguistic Awareness ◽  
Literacy Experiences ◽  
Literacy Activities ◽  
Concepts About Print ◽  
Metalinguistic Skills

ABSTRACTThis is an investigation of the relationships among selected aspects of normal language development, emerging metalinguistic skills, concepts about print, and family literacy experiences in 3-year-old children who vary in their socioeconomic backgrounds. Forty-three normally developing children, whose family incomes ranged from under $10,000 to over $100,000, were given 4 tests of language development; 12 metalinguistic tasks measuring phonological awareness, word awareness, and structural awareness; and 2 measures of literacy knowledge. The children's family literacy experiences were described following a parent interview. The data analysis had two main purposes. The first was to examine the family literacy experiences of the children using a qualitative analysis. The second was to describe, in a quantitative way, the relationships among family literacy experiences, socioeconomic factors, language development, metalinguistic performance, and concepts about print. The interview data revealed that, while parents varied in the emphasis they placed on literacy activities, all of the children were at least somewhat involved in literacy activities at home; family report of literacy activities was associated with family income. Quantitative analyses revealed that amount of family literacy involvement and the children's race were related to oral language development, and language development was the most powerful predictor of metalinguistic awareness. When language development was controlled statistically, family literacy and socioeconomic factors had negligible effects on metalinguistic skills; however, knowledge of print concepts was related to metalinguistic performance, especially in the phonological domain, and was associated with the children's family literacy experiences, maternal education, and race.

scholarly journals Does Mother Know Best? Maternal Knowledge Calibration Predicts Children’s Oral Language Development

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ashley M. Pinkham ◽  
Tanya Kaefer ◽  
Susan B. Neuman
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Domain Knowledge ◽  
Picture Book ◽  
Child Outcomes ◽  
Vocabulary Knowledge ◽  
Maternal Knowledge ◽  
Language Outcomes ◽  
Transmission Of Knowledge ◽  
Knowledge Calibration

For young children, maternal testimony is an important source of knowledge. Research suggests that children privilege assertions expressed with certainty; however, adults frequently overestimate their knowledge, which may lead them to express certainty about incorrect information. This study addressed three questions. (1) To what extent do mothers convey domain knowledge when talking to their kindergartners? (2) Do mothers successfully calibrate their knowledge during these conversations? (3) Does mothers’ knowledge calibration predict their children’s language outcomes? Forty-nine mother-child dyads read a picture book about a familiar domain. Mothers’ assertions of domain knowledge were coded for accuracy and expressed certainty. Results revealed that mothers tended to overestimate their knowledge. Knowledge calibration accuracy positively predicted child outcomes. Successful calibration was associated with stronger vocabulary knowledge and listening comprehension, whereas poor knowledge calibration was associated with weaker child outcomes. Knowledge calibration may be a crucial factor in the successful transmission of knowledge during mother-child conversations and impact children’s language development.

The Language Development Survey

1989 ◽  
Vol 54 (4) ◽  
pp. 587-599 ◽  
Author(s):  
Leslie Rescorla
Keyword(s):  
Language Development ◽  
Screening Tool ◽  
False Negative ◽  
Language Delay ◽  
Expressive Vocabulary ◽  
Prevalence Data ◽  
Public And Private ◽  
Preschool Language ◽  
Highly Correlated ◽  
Vocabulary Score

This paper reports data from four studies using the Language Development Survey (LDS), a vocabulary checklist designed for use as a screening tool for the identification of language delay in 2-year-old children. A survey completed by the parent in about 10 min, the LDS displayed excellent reliability as assessed by Cronbach's alpha and test-retest techniques. Total vocabulary score as reported on the LDS was highly correlated with performance on Bayley, Reynell, and Preschool Language Scale expressive vocabulary items. The LDS was found to have excellent sensitivity and specificity for the identification of language delay, with a criterion of fewer than 50 words or no word combinations at 2 years yielding very low false positive and false negative rates. Data from three of these studies demonstrate the utility of the LDS as a screening tool for children attending public and private pediatric practices. Prevalence data using the LDS are reported comparing three different severity cutoffs for more than 500 children in seven survey samples.

scholarly journals Quality of life among Methadone Maintenance Treatment (MMT) patients with higher education

2018 ◽  
Vol 9 (2) ◽  
pp. 93-98
Author(s):  
Anggita Bunga Anggraini
Keyword(s):  
Quality Of Life ◽  
Methadone Maintenance ◽  
Health Science ◽  
Dominant Factor ◽  
Cross Sectional ◽  
Social Domain ◽  
Level Of Education ◽  
Environmental Domain ◽  
Psychological Domain

Latar belakang: Salah satu penilaian keberhasilan Program Terapi Rumatan Metadon (PTRM) yang merupakanprogram rehabilitasi terhadap pengguna narkoba -- khususnya pengguna narkotika suntik -- adalah kualitashidup klien. Oleh karena itu perlu diidentifikasi beberapa faktor yang dominan mempengaruhinya. Metode: Penelitian dilakukan dengan desain potong lintang yang dilakukan di Puskesmas Kedung Badakdan Bogor Timur di Kota Bogor. Pengumpulan data dilakukan dengan wawancara dan pengisian kuesionerWHOQOL-BREF pada April-Juni 2018. Analisis dilakukan dengan menggunakan regresi linier multivariabel. Hasil: Responden dalam penelitian ini berjumlah 62 orang. Hasil penelitian menunjukkan rerata skor kualitashidup klien PTRM di Kota Bogor pada domain fisik sebesar 57,6; domain psikologis sebesar 57,5; domain sosialsebesar 63,6; dan domain lingkungan 63,9. Dibandingkan rerata skor populasi sehat di Indonesia, domain fisikdan psikologis lebih rendah daripada populasi tersebut, sedangkan domain psikologis tidak berbeda denganpopulasi tersebut. Adapun skor domain lingkungan lebih tinggi dibandingkan populasi sehat Indonesia. Faktoryang dominan dalam menentukan kualitas hidup pada domain fisik dan lingkungan adalah tingkat pendidikan,sedangkan domain psikologis adalah dosis metadon. Faktor yang dominan dalam menentukan kualitas hidupdomain sosial adalah adanya seseorang yang dapat diajak bicara. Kesimpulan: Semakin tinggi tingkat pendidikan klien, maka kualitas hidup klien pada seluruh domain akansemakin baik. Klien PTRM dengan tingkat pendidikan yang lebih rendah harus dipantau untuk meningkatkankualitas hidupnya. Penanganan klien dengan pendekatan individual dan dukungan sosial dari keluarga danteman diperlukan untuk meningkatkan motivasi serta kepatuhan klien dalam menjalani terapi metadon. (HealthScience Journal of Indonesia 2018;9(2):93-9) Kata kunci: Kualitas hidup, metadon Abstract Background: One of the objective in Methadone Maintenance Therapy (MMT) which is a rehabilitationprogram for injecting drug users is quality of life. The purpose of this study was to determine quality oflife among MMT patients. Methods: The cross sectional study was conducted in Kedung Badak Primary Health Care and BogorTimur in Bogor. Data were collected from interview and filling out WHOQOL-BREF questionnaire fromApril-June 2018. Analysis was performed using multiple linier regression. Results: Total subjects in this study was 62 subjects. The results showed mean scores for physical domainwas 57.6; psychological domain was 57.5; social domain was 63.6; and environmental domain was 63.9.Compared with Indonesian, MMT patient scores were higher in environmental domain and lower inphysical and psychological domain while social domain had no different with it. The dominant factor indetermining physical and environmental domain was level of education, while the psychological domainwas methadone dose, and the existence of someones to talk to was dominant factor for social domain. Conclusion: The higher level of education, will produce better quality of life in all domains. MMTpatients with lower level education must be monitored to improve their quality of life. It is suggested totreat patients based on individual approaches and support from family and friends is needed to motivateclients and adherence to the therapy. (Health Science Journal of Indonesia 2018;9(2):93-9) Keywords: Methadone, quality of life

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