scholarly journals RECEPTIVE LANGUAGE OF AUTISM-DEAF STUDENT

2021 ◽  
Vol 35 (2) ◽  
pp. 114-124
Author(s):  
Hilma Rahmatillah ◽  
Hartini Nara ◽  
Trisna Mulyeni
Keyword(s):  
Receptive Language ◽  
Deaf Student

Penelitian ini bertujuan untuk mengetahui bahasa reseptif yang ditunjukkan oleh peserta didik autis-tunarungu. Subjek dalam penelitian ini adalah seorang peserta didik autis-tunarungu di SLB Kembar Karya Pembangunan II. Metode penelitian yang digunakan dalam penelitian ini adalah studi kasus dengan pendekatan penelitian kualitatif. Pengumpulan data dilakukan dengan cara melakukan observasi, wawancara dan dokumentasi selanjutnya analisis data di lapangan dilakukan dengan model Miles and Huberman. Hasil penelitian menunjukkan bahwa peserta didik autis-tunarungu menunjukkan beberapa bahasa reseptif yang dimiliki. Hasil yang ditunjukkan seperti mampu menyamakan gambar, mengetahui kata benda, mampu mengelempokkan warna dan dapat mengikuti intruksi. Hasil ini menunjukkan bahwa peserta didik autis-tunarungu memiliki bahasa reseptif dan dapat mengembangkan kemampuan bahasa seperti bahasa reseptif dan ekspresif. Oleh sebab itu, orang tua dan guru perlu mengetahui kebutuhan dan kemampuan peserta didik autis-tunarungu sehingga dapat merancang kegiatan yang tepat dan memberikan pengajaran dan kegiatan yang sesuai agar peserta didik autis-tunarungu dapat mengembangkan kemampuan bahasa reseptif.

Augmentative and Alternative Communication: Assessment in the Schools

2008 ◽  
Vol 17 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Lisa A. Proctor ◽  
Jill Oswalt
Keyword(s):  
Augmentative And Alternative Communication ◽  
Receptive Language ◽  
Assessment Tools ◽  
Literacy Assessment ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Assessment ◽  
School Based ◽  
Main Portion ◽  
Communication Needs

Abstract The purpose of this article is to review augmentative and alternative communication (AAC) assessment issues in the schools. Initially, the article discusses the role and responsibilities of school-based speech-language pathologists in the assessment of children with complex communication needs. Next, the article briefly reflects on the importance of teaming in device selection for children with AAC needs. The main portion of the article provides information on assessment tools and resources related to comprehensive assessment for children with complex communication needs. This includes information on assessment of speech production and the relevance in AAC assessment. This is followed by tools and resources for receptive language and expressive language assessment. Also included in this main section is information on tools that examine academic and social participation. Finally, information on literacy assessment for student with complex communication needs is provided. The intent of the article is to provide the reader with a brief overview of assessment tools and resources for children with complex communication needs.

The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

1989 ◽  
Vol 54 (1) ◽  
pp. 101-105 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Cynthia M. Shonrock ◽  
James C. Hardy
Keyword(s):  
Child Development ◽  
Language Development ◽  
Expressive Language ◽  
Strong Predictor ◽  
Receptive Language ◽  
Strongly Correlated ◽  
Language Measure ◽  
The Mean ◽  
Child Development Inventory ◽  
Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

Teaching receptive language to children with autism: A selective overview.

2004 ◽  
Vol 4 (4) ◽  
pp. 378-385 ◽  
Author(s):  
Lillian V. Pelios ◽  
Amy Sucharzewski
Keyword(s):  
Children With Autism ◽  
Receptive Language

Language-Based Difficulties in School-Age Children with Reading Disabilities

2019 ◽  
Author(s):  
Kaitlyn Price ◽  
Karen Wigg ◽  
Virginia Misener ◽  
Antoine Clarke ◽  
Natalie Yeung ◽  
...  
Keyword(s):  
Reading Disabilities ◽  
Word Reading ◽  
Speech Sound ◽  
Reading Difficulties ◽  
Receptive Language ◽  
School Age Children ◽  
Speech And Language ◽  
School Aged Children ◽  
Increased Risk ◽  
Language Difficulties

Background: Reading disabilities (RD) are the most common learning disabilities, affecting 3-7% of school-aged children in North America. RD is associated with increased risk for comorbid language-based disorders including early language delay (ELD), speech sound disorders, and language impairments. Despite decades of research on the relationship between RD and these disorders, questions remain as to the strength of their associations. This study is the first of this size to assess all four disorders in a sample of children with RD. Method: We examined the association these disorders in a large, well-characterized family-based sample, recruited for reading difficulties in school-aged children. Parents of 492 families (674 children) completed a questionnaire that queried ELD, and current speech and language difficulties in their children. Children were also directly assessed for multiple quantitative measures of language and reading. Children were divided into three groups: Reading Disabled (RD), Intermediate Readers (IR), and Typical Readers (TR). Results: We found that the parents of the RD and IR groups reported significantly more ELD and current speech and expressive/receptive language difficulties in their children, compared with the TR group. When examined further, we found ELD was associated with poorer performance on word reading and decoding tasks, as well as with speech and language difficulties. Conclusion: The results demonstrate multiple significant associations between reading difficulties, ELD, speech and language, especially in children with severe RD. The results add to research supporting comorbidity between these disorders and will help inform teachers and psychologists when assessing and treating children’s language-based disabilities.

scholarly journals Listening to Mom in the NICU: effects of increased maternal speech exposure on language outcomes and white matter development in infants born very preterm

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Edith Brignoni-Pérez ◽  
Maya Chan Morales ◽  
Virginia A. Marchman ◽  
Melissa Scala ◽  
Heidi M. Feldman ◽  
...  
Keyword(s):  
White Matter ◽  
Structural Connectivity ◽  
Receptive Language ◽  
Secondary Outcome ◽  
Language Outcomes ◽  
Theoretical Understanding ◽  
Very Preterm ◽  
White Matter Development ◽  
Maternal Speech

Abstract Background Infants born very preterm (< 32 weeks gestational age (GA)) are at risk for developmental language delays. Poor language outcomes in children born preterm have been linked to neurobiological factors, including impaired development of the brain’s structural connectivity (white matter), and environmental factors, including decreased exposure to maternal speech in the neonatal intensive care unit (NICU). Interventions that enhance preterm infants’ exposure to maternal speech show promise as potential strategies for improving short-term health outcomes. Intervention studies have yet to establish whether increased exposure to maternal speech in the NICU offers benefits beyond the newborn period for brain and language outcomes. Methods This randomized controlled trial assesses the long-term effects of increased maternal speech exposure on structural connectivity at 12 months of age (age adjusted for prematurity (AA)) and language outcomes between 12 and 18 months of age AA. Study participants (N = 42) will include infants born very preterm (24–31 weeks 6/7 days GA). Newborns are randomly assigned to the treatment (n = 21) or standard medical care (n = 21) group. Treatment consists of increased maternal speech exposure, accomplished by playing audio recordings of each baby’s own mother reading a children’s book via an iPod placed in their crib/incubator. Infants in the control group have the identical iPod setup but are not played recordings. The primary outcome will be measures of expressive and receptive language skills, obtained from a parent questionnaire collected at 12–18 months AA. The secondary outcome will be measures of white matter development, including the mean diffusivity and fractional anisotropy derived from diffusion magnetic resonance imaging scans performed at around 36 weeks postmenstrual age during the infants’ routine brain imaging session before hospital discharge and 12 months AA. Discussion The proposed study is expected to establish the potential impact of increased maternal speech exposure on long-term language outcomes and white matter development in infants born very preterm. If successful, the findings of this study may help to guide NICU clinical practice for promoting language and brain development. This clinical trial has the potential to advance theoretical understanding of how early language exposure directly changes brain structure for later language learning. Trial registration NIH Clinical Trials (ClinicalTrials.gov) NCT04193579. Retrospectively registered on 10 December 2019.

Outcome of toddlers with specific expressive language delay

1990 ◽  
Vol 11 (4) ◽  
pp. 393-407 ◽  
Author(s):  
Leslie Rescorla ◽  
Ellen Schwartz
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Language Delay ◽  
Chronological Age ◽  
Past Tense ◽  
Auxiliary Verbs ◽  
Language Problems ◽  
Articulation Disorders ◽  
Expressive Language Delay

ABSTRACTThis article describes a follow-up of 25 boys diagnosed as having specific expressive language delay (SELD) in the 24- to 31-month age period. At the time of diagnosis, all subjects had Bayley MDI scores above 85, Reynell Receptive Language Age scores within 4 months of their chronological age, and Reynell Expressive Language Age scores at least 5 months below chronological age; most had vocabularies of fewer than 50 words and few if any word combinations. At follow-up, 16 boys were 3 years old, 7 were 3½, and 2 were 4 years of age. When seen for follow-up, half the 25 boys still had very poor expressive language. These boys were speaking at best in short, telegraphic sentences, and many had moderately severe articulation disorders with quite poor intelligibility. The 12 boys with better outcome had a range of language skills. All spoke in sentences to some extent, and each displayed some mastery of early morphemes (prepositions, plurals, articles, progressive tense, and possessives). However, few if any of the children spoke in completely fluent, syntactically complex, and morphologically correct language. Problems with copula and auxiliary verbs, with past tense inflections, and with pronouns seemed especially common. This research suggests that children with SELD at 24 to 30 months are at considerable risk for continuing language problems.

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