scholarly journals The Effect of Naturalistic Language Intervention on the Nonverbal Communication Behaviors of Young Children with Language Delay

2015 ◽  
Vol 17 (4) ◽  
pp. 147-165 ◽  
Author(s):  
서안우 ◽  
노진아
Keyword(s):  
Young Children ◽  
Nonverbal Communication ◽  
Language Intervention ◽  
Language Delay ◽  
Communication Behaviors

Defining language delay in young children by cognitive referencing: Are we saying more than we know?

1990 ◽  
Vol 11 (3) ◽  
pp. 291-302 ◽  
Author(s):  
Kevin N. Cole ◽  
Philip S. Dale ◽  
Paulette E. Mills
Keyword(s):  
Young Children ◽  
Cognitive Skills ◽  
Language Skills ◽  
Language Intervention ◽  
Assessment Instrument ◽  
Language Delay ◽  
Specific Language ◽  
Language Level ◽  
Preschool Language ◽  
Hypothesis Model

ABSTRACTOne current definition of language delay, on the basis of the Cognitive Hypothesis model, assumes that children who have similar levels of language and cognitive development are unlikely to gain from specific language intervention. Children who have cognitive skills developed to a greater degree than their language skills, in contrast, are identified as appropriate candidates for specific language facilitation. In order to examine this premise, the present study compares the effects of language intervention over a 1-year period for two groups of young children with delayed language: one group with cognitive skills markedly above their language level, and the other group with similar delays in cognitive and language skills. Eighteen subjects (13 boys, 5 girls, mean age 4;11) had cognitive skills developed above their language level, and 32 subjects (20 boys, 12 girls, mean age 5;3) had similar delays in language and cognition. Evaluation measures were Peabody Picture Vocabulary Test-Revised (PPVT-R), MLU, Preschool Language Assessment Instrument, and Basic Language Concepts Test (BLCT). Of the four measures, only the BLCT resulted in significant gain differences favoring the students with higher cognitive than language skills. PPVT-R standard scores indicated that both groups made gains at a faster rate during intervention than prior to intervention. Clinical implications of the results are discussed.

Language Modeling as an Efficacious Early Language Intervention Approach With Young Children Demonstrating Complex Communication Needs

2009 ◽  
Vol 18 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Patti Solomon-Rice ◽  
Gloria Soto
Keyword(s):  
Young Children ◽  
Clinical Intervention ◽  
Language Modeling ◽  
Language Intervention ◽  
Evidence Based ◽  
Complex Communication Needs ◽  
Communication Partner ◽  
Aided Aac ◽  
Communication Needs ◽  
Communication Partner Training

Abstract This article highlights evidence supporting the efficacy of adult language modeling and child imitation, including use of aided AAC modeling, during language intervention with young children demonstrating complex communication needs. First, four evidence-based language intervention approaches that incorporate adult language modeling and child imitation with young children demonstrating language delays are described. Second, two additional evidence-based language intervention approaches that incorporate aided AAC modeling during communication partner training, and direct clinical intervention with young children using aided AAC are further discussed. The article concludes with suggestions for strategies to use during language intervention with young children who use aided AAC.

Predicting Language Outcomes for Young Prelinguistic Children With Developmental Delay

2000 ◽  
Vol 43 (5) ◽  
pp. 1061-1071 ◽  
Author(s):  
Amy M. Calandrella ◽  
M. Jeanne Wilcox
Keyword(s):  
Developmental Delay ◽  
Nonverbal Communication ◽  
Receptive Language ◽  
Language Outcomes ◽  
Communication Behaviors ◽  
Intentional Communication ◽  
Symbolic Communication ◽  
Prelinguistic Communication ◽  
Language Outcome ◽  
Natural Interactions

The purpose of this study was to examine potential relationships between children's prelinguistic communication behaviors and subsequent (12 months later) expressive and receptive language outcomes. Participants included 25 toddlers with developmental delay and their mothers. The dyads were observed during natural interactions at 6-month intervals over a 12-month period for a total of 3 observation points (O 1 , O 2 , O 3 ). Children's rate of nonverbal behavior that is often perceived as communication by adults was identified at O 1 and O 2 . In the investigation, the children's intentional nonverbal communication acts all included coordinated attention between the communication referent and the adult. The other types of prelinguistic communication behavior, termed gestural indicating behavior and social interaction signals, were produced without coordinated attention to the adult. Receptive and expressive language test scores and spontaneous word productions were analyzed at O 3 and served as outcome measures in regression analyses. Results indicated that rate of intentional nonverbal communication at O 1 was a predictor of spontaneous word productions at O 3 . At O 2 , rate of intentional communication and rate of gestural indicating behavior predicted subsequent language outcomes as measured by the Sequenced Inventory of Communication Development-Revised. The results are consistent with previous findings for intentional nonverbal communication that includes coordinated attention, but additionally demonstrate that prelinguistic behavior lacking coordinated attention also bears a relationship to subsequent language outcome. Discussion of observed patterns focuses on child and adult factors that may motivate the transition from prelinguistic to early symbolic communication.

scholarly journals A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

2019 ◽  
Vol 89 (4) ◽  
pp. 536-568 ◽  
Author(s):  
Annegien Langeloo ◽  
Mayra Mascareño Lara ◽  
Marjolein I. Deunk ◽  
Nikolai F. Klitzing ◽  
Jan-Willem Strijbos
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Nonverbal Communication ◽  
Language Proficiency ◽  
Learning Opportunities ◽  
Home Language ◽  
Childhood Education

Teacher–child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher–child interactions that multilingual children are exposed to, and of how they differ from teacher–child interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher–child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.

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