Development of Auditory Skills, Speech and Language in Typically Developing Children in the Age Range 0-5 Years

2016 ◽  
Vol 2 (2) ◽  
pp. 73-76
Author(s):  
B.K. Yamini ◽  
◽  
Narinder Kaur ◽  
Nitin K. Damam ◽  
◽  
...  
Keyword(s):  
Typically Developing ◽  
Speech And Language ◽  
Typically Developing Children ◽  
Age Range ◽  
Auditory Skills

scholarly journals Implications of a Remote Study of Children With Cerebral Visual Impairment for Conducting Virtual Pediatric Eye Care Research: Virtual Assessment Is Possible for Children With CVI

2021 ◽  
Vol 15 ◽  
Author(s):  
Reem Almagati ◽  
Barry S. Kran
Keyword(s):  
Visual Acuity ◽  
Visual Impairment ◽  
Low Vision ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Parent Questionnaire ◽  
Low Vision Clinic ◽  
Age Range ◽  
Vision Function ◽  
E Mail

The Pandemic of 2020 impacted conducting in-person research. Our proposed project already had an asynchronous online component but was later morphed to add a synchronous online component, thereby eliminating the need for in-person assessment. The project compares the results of various tests between a group of children with Cerebral Visual Impairments (CVI) (N = 4) and an age-matched sample of children without CVI (N = 3) from a pediatric low vision clinic. This model was trialed with a small convenient sample of typically developing children in the same age range (N = 4). Given the positive feedback, recruitment for the larger study was done via encrypted e-mail rather than through traditional mailing. The asynchronous components included recruitment, pre-assessment information, the Flemish CVI questionnaire, Vineland-3 comprehensive parent questionnaire for assessment of age equivalent, and vision function tests, such as contrast sensitivity. The synchronous components were administered via Zoom telehealth provided by necoeyecare.org and included assessment of visual acuity via the Freiburg Visual Acuity and Contrast Test (FrACT) electronic software and assessment of visual perceptual batteries via the Children’s Visual Impairment Test for developmental ages 3–6-years (CVIT 3–6). Our virtual testing protocol was successful in the seven participants tested. This paper reviews and critiques the model that we utilized and discusses ways in which this model can be improved. Aside from public health considerations during the pandemic, this approach is more convenient for many families. In a broader perspective, this approach can be scaled for larger N studies of rare conditions, such as CVI without being confined by proximity to the researcher.

Children's referential understanding of novel words and parent labeling behaviors: similarities across children with and without autism spectrum disorders

2012 ◽  
Vol 40 (5) ◽  
pp. 971-1002 ◽  
Author(s):  
HANADY BANI HANI ◽  
ANA MARIA GONZALEZ-BARRERO ◽  
APARNA S. NADIG
Keyword(s):  
Autism Spectrum Disorder ◽  
Word Learning ◽  
Autism Spectrum ◽  
Social Cues ◽  
Language Ability ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Age Range

ABSTRACTThis study examined two facets of the use of social cues for early word learning in parent–child dyads, where children had an Autism Spectrum Disorder (ASD) or were typically developing. In Experiment 1, we investigated word learning and generalization by children with ASD (age range: 3;01–6;02) and typically developing children (age range: 1;02–4;09) who were matched on language ability. In Experiment 2, we examined verbal and non-verbal parental labeling behaviors. First, we found that both groups were similarly able to learn a novel label using social cues alone, and to generalize this label to other representations of the object. Children who utilized social cues for word learning had higher language levels. Second, we found that parental cues used to introduce object labels were strikingly similar across groups. Moreover, parents in both groups adapted labeling behavior to their child's language level, though this surfaced in different ways across groups.

scholarly journals Acquisition of case markers in typically developing 3-7 years old Nepali speaking children

2017 ◽  
Vol 5 (1) ◽  
pp. 17-19
Author(s):  
Sujal Pokharel ◽  
K. Sharma ◽  
S. Shrestha
Keyword(s):  
Boarding School ◽  
Frequency Of Occurrence ◽  
Typically Developing ◽  
Sample Collection ◽  
Typically Developing Children ◽  
Secondary English ◽  
Case Marker ◽  
Case Markers ◽  
Age Range ◽  
Locative Case

Objective: To describe spoken language case markers of Nepali language, to study their presence in typically developing children in the age of 3-4, 4-5, 5-6, and 6-7 years in the conversational sample and picture description and to report on the frequency of occurrence of these case markers in the obtained sample.Material and Methods: 87 (male=54, female=33) typically developing Nepali speaking children of age range 3-7 years, were randomly selected from english schools at kathmandu (Oriental Academy and Mount Secondary English Boarding School) between June 2011 to June 2012. Participants were assigned into 4 groups (i.e. 3-4 years, 4-5 years, 5-6 years and 6-7 years) according to their age during sample collection. Common case markers of Nepali were selected. Conversational samples were collected and analysed.Results There is a general increase in the acquisition as well as the frequency of usage of any type of case marker with the increase in the age of children. Among the different types of case markers, nominative and locative case marker types are the most developed type of case markers among any age group of children.Conclusion: There is an overall positive progression in the acquisition of types of case markers as well as their frequency of occurrence along with the increase in age of the child in normal typically developing children in Nepali language  

scholarly journals Syntactic abilities among Marathi speaking children with hearing impairment using cochlear implant

2021 ◽  
Author(s):  
Piyush Sone ◽  
Ratan Jadhav ◽  
Medha Karbhari Adhyaru
Keyword(s):  
Cochlear Implant ◽  
Hearing Impairment ◽  
Cochlear Implants ◽  
Age Groups ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Wh Questions ◽  
Age Range ◽  
Better Than

<p><strong>Background:</strong> Syntax is an important aspect of language. It is very important to study syntax development in the children with hearing impairment (HI). The aim of study was to compare syntactic abilities of Marathi speaking children with hearing impairment using cochlear implant and typical developing children in the age range of 4 to 7 years.<strong></strong></p><p><strong>Methods: </strong>Ninety typically developing children, 26 language age matched children using cochlear implants were included in this study. They were grouped into three age groups: 4-5, 5-6 and 6-7 years. Syntax test in Marathi which has six subtests in comprehension: wh-questions, negations/yes/no questions, post-positions, plurals, tenses, person, number, gender markers and five subtests in expression: negation/yes/no questions, post-positions, plurals, tenses, person, number, gender markers was administered through a laptop to children in each group.</p><p><strong>Results: </strong>Results showed typically developing children performed significantly better than children with hearing impairment using cochlear implant I the age range of 4 to 5 years. Except postposition and PNG markers of comprehensive syntactic abilities all other syntactic abilities were significantly poor in children using cochlear implants. Only expressive syntactic abilities were significantly poor among children using cochlear implants in the age range of 6 to 7 years.</p><p><strong>Conclusions: </strong>Overall, the findings of this study showed that that Syntax test in Marathi can identify impairment in the syntactic ability in Marathi speaking children with hearing impairment. Children with hearing impairment using cochlear implants showed poor syntactic abilities.</p>

The Cognitive Basis of Social Interaction Across the Lifespan

2021 ◽  
pp. 1-26
Author(s):  
Heather J. Ferguson
Keyword(s):  
Social Interaction ◽  
Theoretical Models ◽  
Typically Developing ◽  
Cognitive Mechanisms ◽  
Typically Developing Children ◽  
Methodological Approaches ◽  
Age Range

This chapter sets the scene of the book by providing key definitions of the concepts that underlie social interaction, and highlighting the importance of a lifespan approach. Traditionally, research on social interaction has focused on a very narrow age-range between 2 and 7 years old, when these skills are known to develop in typically developing children. However, over the last few years new paradigms and methodological advances have facilitated an exciting new body of research that has examined social interaction in infancy and beyond childhood. This chapter presents key theoretical models of social interaction, and considers the predictions that each makes about development across the lifespan, noting a particular role for cognitive mechanisms. It also introduces a range of methodological approaches that have been used to study social interaction, emphasizing the challenges that researchers face in applying these methods across the lifespan, and the opportunities that lie ahead thanks to new paradigms and technologies that enable more implicit and ecologically-valid research on this topic.

scholarly journals Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents

2017 ◽  
Vol 42 (3) ◽  
pp. 342-356 ◽  
Author(s):  
Zhichao Xia ◽  
Linjun Zhang ◽  
Fumiko Hoeft ◽  
Bin Gu ◽  
Gaolang Gong ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Sentence Reading ◽  
Calcarine Fissure ◽  
Age Range

The ability to read is essential for cognitive development. To deepen our understanding of reading acquisition, we explored the neuroanatomical correlates (cortical thickness; CT) of word-reading fluency and sentence comprehension efficiency in Chinese with a group of typically developing children ( N = 21; 12 females and 9 males; age range 10.7–12.3 years). Then, we investigated the relationship between the CT of reading-defined regions and the cognitive subcomponents of reading to determine whether our study lends support to the multi-component model. The results demonstrated that children’s performance on oral word reading was positively correlated with CT in the left superior temporal gyrus (LSTG), left inferior temporal gyrus (LITG), left supramarginal gyrus (LSMG) and right superior temporal gyrus (RSTG). Moreover, CT in the LSTG, LSMG and LITG uniquely predicted children’s phonetic representation, phonological awareness, and orthography–phonology mapping skills, respectively. By contrast, children’s performance on sentence-reading comprehension was positively correlated with CT in the left parahippocampus (LPHP) and right calcarine fissure (RV1). As for the subcomponents of reading, CT in the LPHP was exclusively correlated with morphological awareness, whereas CT in the RV1 was correlated with orthography–semantic mapping. Taken together, these findings indicate that the reading network of typically developing children consists of multiple sub-divisions, thus providing neuroanatomical evidence in support of the multi-componential view of reading.

Comprehension of Inferences in a Narrative in 3- to 6-Year-Old Children

2016 ◽  
Vol 59 (5) ◽  
pp. 1099-1110 ◽  
Author(s):  
Paméla Filiatrault-Veilleux ◽  
Caroline Bouchard ◽  
Natacha Trudeau ◽  
Chantal Desmarais
Keyword(s):  
Young Children ◽  
Interindividual Variability ◽  
Dialogic Reading ◽  
Typically Developing ◽  
Story Grammar ◽  
Typically Developing Children ◽  
Causal Inferences ◽  
Age Range ◽  
Inferential Comprehension

Purpose This study aimed to describe the development of inferential abilities of children age 3 to 6 years in a narrative using a dialogic reading task on an iPad. Method Participants were 121 typically developing children, divided into 3 groups according to age range (3–4 years old, 4–5 years old, 5–6 years old). Total score of inferential comprehension, subscores by causal inference type targeting elements of the story grammar, and quality of response were examined across groups. Results Inferential comprehension emerged early, from 3 to 4 years old, with considerable interindividual variability. Inferential comprehension scores increased significantly in relation to age, leading to developmental steps with regards to the type of causal inferences. The ability to infer the problem of the story, the internal response of a character, and predictions were easier starting at age 4 years. Then, the 5- to 6-year-olds were better able to infer the goal, the attempt to solve the problem, and the resolution. Last, between the ages of 3 and 6 years, children improved in terms of the quality of response they provided. Conclusion This study addresses important gaps in our knowledge of inferential comprehension in young children and has implications for planning of early education in this realm.

The Value of Electroencephalogram in Assessing Children With Speech and Language Impairments

2019 ◽  
Vol 62 (1) ◽  
pp. 153-168 ◽  
Author(s):  
Silje Systad ◽  
Marit Bjørnvold ◽  
Christiane Sørensen ◽  
Solveig-Alma Halaas Lyster
Keyword(s):  
Systematic Review ◽  
Language Impairment ◽  
Language Impairments ◽  
Control Group ◽  
Typically Developing ◽  
Speech Impairments ◽  
Speech And Language ◽  
Typically Developing Children ◽  
Prevalence Estimates ◽  
Language Regression

Purpose We sought to estimate the prevalence of isolated epileptiform activity (IEA) in children with speech and language impairments and discuss the utility of an electroencephalogram (EEG) in assessing these children. Method We conducted a systematic review and searched for eligible studies in 8 databases. All languages were included, and meta-analyses were performed. Results We found 55 prevalence estimates (8 with control group). The odds of having IEA were 6 times greater for children with speech and language impairments than for typically developing children. The overall pooled prevalence of IEA was 27.3%. A wide variation between the prevalence estimates was, to a certain degree, explained by type of impairment (8.1% in speech impairments, 25.8% in language impairments, and 51.5% in language regression). Sleep EEGs detected a significantly higher prevalence than awake EEGs. Although the presence of epilepsy gave a significantly higher prevalence than if epilepsy was not present, 33.5% of children with language impairment but without epilepsy were found to have IEA in sleep EEGs. Conclusions This systematic review shows that IEA is 6 times more prevalent in children with speech and language impairment than in typically developing children. However, the prevalence rates vary to a great extent. Uncovering IEA will, in addition to information from other clinical assessments, provide a more comprehensive understanding of the child's impairments. We argue that, although EEG is of questionable value when assessing children with speech impairments, sleep EEG could be valuable when assessing children with language impairments and, in particular, children who experience language regression.

scholarly journals The complexity of narrative interferes in the use of conjunctions in children with specific language impairment

2012 ◽  
Vol 24 (2) ◽  
pp. 152-156 ◽  
Author(s):  
Deborah Oliveira Gonzalez ◽  
Ana Manhani Cáceres ◽  
Ana Carolina Paiva Bento-Gaz ◽  
Debora Maria Befi-Lopes
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Age Range ◽  
Development Methods

PURPOSE: To verify the use of conjunctions in narratives, and to investigate the influence of stimuli's complexity over the type of conjunctions used by children with specific language impairment (SLI) and children with typical language development. METHODS: Participants were 40 children (20 with typical language development and 20 with SLI) with ages between 7 and 10 years, paired by age range. Fifteen stories with increasing of complexity were used to obtain the narratives; stories were classified into mechanical, behavioral and intentional, and each of them was represented by four scenes. Narratives were analyzed according to occurrence and classification of conjunctions. RESULTS: Both groups used more coordinative than subordinate conjunctions, with significant decrease in the use of conjunctions in the discourse of SLI children. The use of conjunctions varied according to the type of narrative: for coordinative conjunctions, both groups differed only between intentional and behavioral narratives, with higher occurrence in behavioral ones; for subordinate conjunctions, typically developing children's performance did not show differences between narratives, while SLI children presented fewer occurrences in intentional narratives, which was different from other narratives. CONCLUSION: Both groups used more coordinative than subordinate conjunctions; however, typically developing children presented more conjunctions than SLI children. The production of children with SLI was influenced by stimulus, since more complex narratives has less use of subordinate conjunctions.

Rapid automatized processing of nouns and verbs in typical children

2017 ◽  
Vol 16 (3) ◽  
Author(s):  
Priya M. Biddappa ◽  
Divya Seth ◽  
R. Manjula
Keyword(s):  
Rapid Automatized Naming ◽  
Typically Developing ◽  
Clinical Tool ◽  
Typically Developing Children ◽  
Verbal Abilities ◽  
Response Modality ◽  
Reading Abilities ◽  
Rapid Processing ◽  
Age Range ◽  
Potential Use

Abstract The utility of Rapid Automatized Naming (RAN) as a clinical tool to predict later reading abilities was addressed by researchers as early as the 1970s. Over the years, several variants of the task came into existence such as inclusion of a variety of stimuli, varying picture size, etc. but very few have addressed the response modality. The study aimed to compare rapid processing skills in typical children in verbal and non-verbal modalities using picture arrays of nouns and verbs. Twenty typically developing children in the age range of 5–7 years participated in the study. Picture arrays of five common nouns and verbs each served as the stimuli. The task comprised picture naming and picture pointing. The results revealed that nouns were processed faster than verbs in both verbal and non-verbal modalities. It was also found that there was no difference in the processing of nouns between the two modalities unlike verbs. Overall, the results point to the potential use of a non-verbal task to assess the rapid processing skills in children with limited verbal abilities.

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