Association between Language Development and Executive Functioning in Preschool Age

2019 ◽  
Vol 40 (3) ◽  
pp. 64-76
Author(s):  
A. Veraksa ◽  
◽  
M. Gavrilova ◽  
D. Bukhalenkova ◽  
◽  
...  
Keyword(s):  
Language Development ◽  
Executive Functioning ◽  
Preschool Age

scholarly journals Sleep Disturbance and Expressive Language Development in Preschool-Age Children With Down Syndrome

2015 ◽  
Vol 86 (6) ◽  
pp. 1984-1998 ◽  
Author(s):  
Jamie O. Edgin ◽  
Ursula Tooley ◽  
Bianca Demara ◽  
Casandra Nyhuis ◽  
Payal Anand ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Sleep Disturbance ◽  
Expressive Language ◽  
Preschool Age ◽  
Children With Down Syndrome ◽  
Preschool Age Children ◽  
Expressive Language Development

Language Development in Preschool-Age Children Adopted From China

2005 ◽  
Vol 48 (1) ◽  
pp. 93-107 ◽  
Author(s):  
Jenny A. Roberts ◽  
Karen E. Pollock ◽  
Rena Krakow ◽  
Johanna Price ◽  
Kathleen C. Fulmer ◽  
...  
Keyword(s):  
Language Development ◽  
First Language ◽  
Preschool Age ◽  
English Speakers ◽  
Small Subset ◽  
Adopted Children ◽  
Language Tests ◽  
Preschool Age Children ◽  
Internationally Adopted Children ◽  
The Average Range

This study examined the language development of 55 preschool-age children adopted from China who had resided in their permanent homes for approximately 2 years or longer. Slightly over 5% of the children scored below average on 2 or more measures from a battery of standardized speech-language tests normed on monolingual English speakers. However, the vast majority scored within or well above the average range on 2 or more measures. Contrary to other reports on the language development of internationally adopted children, the results suggest that "second first language" acquisition proceeds rapidly in the majority of preschool-age children adopted as infants and toddlers. For the children in the sample who scored below average, results indicated that they were among the children who had been exposed to English for the least amount of time. The results of this study demonstrate both the robustness of the language system in the majority of adopted children from China as well as slower growth in a small subset of lower performers in the 1st years after adoption.

scholarly journals Italian adaptation of the Multilingual Assessment Instrument for Narratives

2020 ◽  
Vol 64 ◽  
pp. 139-146
Author(s):  
Chiara Levorato ◽  
Maja Roch
Keyword(s):  
Language Development ◽  
Assessment Tool ◽  
Preschool Age ◽  
Assessment Instrument ◽  
Language Delay ◽  
School Age ◽  
Research Projects ◽  
Narrative Competence ◽  
Italian Version ◽  
Italian Context

This paper presents the Italian version of the Multilingual Assessment tool for Narratives (MAIN), describes how it was developed and reports on some recent uses of MAIN within the Italian context. The Italian MAIN has been used in different research projects and for clinical purposes; results have been presented at conferences and in peer reviewed papers. The results indicate that MAIN is an appropriate assessment tool for evaluating children’s narrative competence, in production and comprehension from preschool age (5 years) to school age (8 years) in typical language development, bilingual development and language delay/disorders.

Maternal distress during pregnancy and language development in preschool age: A population-based cohort study

2015 ◽  
Vol 13 (1) ◽  
pp. 20-39
Author(s):  
Luisa A. Ribeiro ◽  
Henrik D. Zachrisson ◽  
Kristin Gustavson ◽  
Synnve Schjølberg
Keyword(s):  
Cohort Study ◽  
Language Development ◽  
Population Based ◽  
Preschool Age ◽  
Maternal Distress

scholarly journals Intervention Strategies in Language Development at Preschool Age

Educatia 21 ◽  
2017 ◽  
pp. 5-11
Author(s):  
Silvia Făt ◽  
◽  
Georgeta Pânișoară ◽  
Cristina Sandu ◽  
Doru Vlad Popovici ◽  
...  
Keyword(s):  
Language Development ◽  
Intervention Strategies ◽  
Preschool Age

Application of Coaching and Behavioral Skills Training During a Preschool Practicum With a College Student With Autism Spectrum Disorder

2017 ◽  
Vol 16 (4) ◽  
pp. 275-294 ◽  
Author(s):  
Summer L. Gunn ◽  
Tyra P. Sellers ◽  
Ben Lignugaris/Kraft
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Functioning ◽  
Clinical Decision Making ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Spectrum Disorder ◽  
Behavioral Skills ◽  
The Impact

The current study looked at the effects of coaching using behavioral skills training (BST) outlined by Parsons, Rollyson, and Reid. The participant was a young adult with autism spectrum disorder (ASD) enrolled in a preschool practicum course as part of the early childhood special education (ECSE) licensure program at the university that she attended. Impairment in social pragmatics and executive functioning are associated with ASD and are critical for engaging in an evaluative and analytic process necessary for success as an ECSE teacher. Coaching, using the BST model paired with observation and immediate feedback in the practicum environment, was used to systematically address the participant’s deficits in social pragmatics and executive functioning as it related to the practicum setting. The current applied study relied on a single-case demonstration to measure treatment outcomes and inform clinical decision making. Dependent measures in the study included visual scanning, verbal interactions, and engagement with preschool age children. Outcomes included an increase in all dependent variables. The impact of treatment on the participant’s success in her preschool practicum will be discussed.

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