Parent-Child Speech and Child Custody Speech Restriction

2005 ◽  
Author(s):  
Eugene Volokh
Keyword(s):  
Child Custody ◽  
Child Speech ◽  
Parent Child

Prosodic, paralinguistic, and interactional features in parent-child speech: English and Spanish

1977 ◽  
Vol 4 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Ben G. Blount ◽  
Elise J. Padgug
Keyword(s):  
Young Children ◽  
Older Children ◽  
Developmental Patterns ◽  
Spanish Speaking ◽  
English Speaking ◽  
Child Speech ◽  
High Degree ◽  
Interactional Features ◽  
Degree Of Similarity ◽  
Parent Child

ABSTRACTParents employ a special register when speaking to young children, containing features that mark it as appropriate for children who are beginning to acquire their language. Parental speech in English to 5 children (ages 0; 9–1; 6) and in Spanish to 4 children (ages 0; 8–1; 1 and 1; 6–1; 10) was analysed for the presence and distribution of these features. Thirty-four paralinguistic, prosodic, and interactional features were identified, and rate measures and proportions indicated developmental patterns and differences across languages. Younger children received a higher rate of features that marked affect; older children were addressed with more features that marked semantically meaningful speech. English-speaking parents relied comparatively more on paralinguistic and affective features, whereas Spanish-speaking parents used comparatively more interactional features. Despite these differences, there was a high degree of similarity across parents and languages for the most frequently occurring features.

Divorce

2021 ◽  
pp. 117-176
Author(s):  
Sanford N. Katz
Keyword(s):  
Child Custody ◽  
Personal Autonomy ◽  
Parent Child Relationship ◽  
Adult Relationships ◽  
Divorce Laws ◽  
Child Relationship ◽  
The Relationship ◽  
Parent Child ◽  
Custody Arrangements

This chapter assesses divorce, both as a termination of a marriage and as the legal, social, and psychological reorganization of that relationship and the parent–child relationship established through the marriage. “Reorganization” is an appropriate descriptor because the divorced couple may have a continuing relationship, albeit altered by post-divorce property and child custody arrangements. Alimony and the assignment of property may continue the adult relationships, but on a level different from marriage. Likewise, the judicial award of a child's custody to one parent or another changes the relationship from what it was during marriage. Ultimately, the petition for divorce not only restricts the personal autonomy of the couple but also limits their relationship with their children at least until they reach majority. The chapter then details the American divorce laws and procedure.

The Phonology of Parent-Child Speech

2021 ◽  
pp. 159-174
Author(s):  
Nan Bernstein-Ratner
Keyword(s):  
Child Speech ◽  
Parent Child

Trauma and Child Custody Disputes

2019 ◽  
pp. 260-281
Author(s):  
Leslie Drozd ◽  
Michael A. Saini ◽  
Kristina Vellucci-Cook
Keyword(s):  
Child Custody ◽  
Family Law ◽  
Therapeutic Interventions ◽  
Child Safety ◽  
Functional Deficits ◽  
Traumatic Memories ◽  
The Family ◽  
Unresolved Trauma ◽  
Parent Child Relationships ◽  
Parent Child

This chapter addresses the special considerations that must be applied when therapeutic interventions occur in the context of unresolved allegations of trauma or abuse. Evidence-informed techniques that address functional deficits being exhibited by the child, without compromising external investigation of the allegations, are discussed. Methods for maintaining or strengthening the healthy aspect of parent–child relationships, as consistent with child safety, are also discussed. This chapter considers evidence-informed techniques for addressing functional deficits exhibited by children as a result of unresolved trauma. Attention is placed on methods for resolving histories of trauma within the family law and child dependency context. This may include resolving traumatic memories with parents, dealing with situations in which more than one party is traumatized or memories do not align, and reaching child-supportive resolutions when parent–child contact requires a trauma-supportive lens.

scholarly journals Creating a corpus of multilingual parent-child speech remotely: Lessons learned in a large-scale onscreen picturebook sharing task

2021 ◽  
Author(s):  
Fei Ting Woon ◽  
Eshwaaree C Yogarrajah ◽  
Seraphina Fong ◽  
Nur Sakinah Mohd Salleh ◽  
Shamala Sundaray ◽  
...  
Keyword(s):  
Observational Studies ◽  
Large Scale ◽  
Surveys And Questionnaires ◽  
Lessons Learned ◽  
The Novel ◽  
Online Environment ◽  
Research Teams ◽  
Project Monitoring ◽  
Child Speech ◽  
Parent Child

With lockdowns and the implementation of social distancing measures in place, research teams looking to collect naturalistic parent-child speech interactions have to look for methods alternative to in-lab recordings and observational studies with long-stretch recordings. We designed a novel micro-longitudinal study, the Talk Together Study, which allowed us to create a rich corpus of parent-child speech interactions in a fully online environment (N participants = 142, N recordings = 414). In this paper, we discuss the novel methods we used, and the lessons learned during adapting and running the study. These lessons learned cover 10 domains of research design, monitoring and feedback: Recruitment strategies; Surveys and Questionnaires; Video-call scheduling; Speech elicitation tools; Videocall protocols; Participant remuneration strategies; Project monitoring; Participant retention; Parental feedback; and Research team feedback, and may be used as recommendations for teams who are planning to conduct remote studies in the future.

scholarly journals Creating a Corpus of Multilingual Parent-Child Speech Remotely: Lessons Learned in a Large-Scale Onscreen Picturebook Sharing Task

2021 ◽  
Vol 12 ◽  
Author(s):  
Fei Ting Woon ◽  
Eshwaaree C. Yogarrajah ◽  
Seraphina Fong ◽  
Nur Sakinah Mohd Salleh ◽  
Shamala Sundaray ◽  
...  
Keyword(s):  
Observational Studies ◽  
Large Scale ◽  
Surveys And Questionnaires ◽  
Lessons Learned ◽  
Recruitment Strategies ◽  
Online Environment ◽  
Research Teams ◽  
Project Monitoring ◽  
Child Speech ◽  
Parent Child

With lockdowns and social distancing measures in place, research teams looking to collect naturalistic parent-child speech interactions have to develop alternatives to in-lab recordings and observational studies with long-stretch recordings. We designed a novel micro-longitudinal study, the Talk Together Study, which allowed us to create a rich corpus of parent-child speech interactions in a fully online environment (N participants = 142, N recordings = 410). In this paper, we discuss the methods we used, and the lessons learned during adapting and running the study. These lessons learned cover nine domains of research design, monitoring and feedback: Recruitment strategies, Surveys and Questionnaires, Video-call scheduling, Speech elicitation tools, Videocall protocols, Participant remuneration strategies, Project monitoring, Participant retention, and Data Quality, and may be used as a primer for teams planning to conduct remote studies in the future.

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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