Failure to Progress: What Having a Baby Taught Me about Aristotle, Advanced Degrees, Developmental Delays, and Other Natural Disasters

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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Lexical Comprehension in Young Children With Developmental Delays

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0301.79 ◽

1994 ◽

Vol 3 (1) ◽

pp. 79-88 ◽

Cited By ~ 1

Author(s):

Theresa A. Kouri

Keyword(s):

Young Children ◽

Developmental Delays ◽

Normal Development ◽

Clinical Applications ◽

Group Status ◽

Novel Object ◽

Related Information ◽

Comprehension Skills ◽

Lexical Items ◽

Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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Vocal Communications of a Developmentally Delayed Child

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1802.112 ◽

1987 ◽

Vol 18 (2) ◽

pp. 112-130

Author(s):

Mary Ann Romski ◽

Sharon Ellis Joyner ◽

Rose A. Sevcik

Keyword(s):

Language Learning ◽

Developmental Delays ◽

Developmentally Delayed ◽

Language Impaired ◽

Diary Data ◽

Word Acquisition ◽

Diary Studies ◽

Usage Patterns ◽

Vocal Communications ◽

Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

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Co-occurrence of developmental delays among preschool children with attention-deficit–hyperactivity disorder

Developmental Medicine & Child Neurology ◽

10.1017/s0012162206001034 ◽

2006 ◽

Vol 48 (06) ◽

pp. 483 ◽

Cited By ~ 44

Author(s):

Aviva Yochman ◽

Asher Ornoy ◽

Shula Parush

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Preschool Children ◽

Attention Deficit ◽

Developmental Delays ◽

Hyperactivity Disorder

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When Mother Earth Rises Up

Social Psychology ◽

10.1027/1864-9335/a000112 ◽

2013 ◽

Vol 44 (4) ◽

pp. 271-277 ◽

Cited By ~ 4

Author(s):

Simona Sacchi ◽

Paolo Riva ◽

Marco Brambilla

Keyword(s):

Free Will ◽

Natural Disasters ◽

Natural Disaster ◽

Mental States ◽

Disaster Victims ◽

Willingness To Help ◽

Mother Earth

Anthropomorphization is the tendency to ascribe humanlike features and mental states, such as free will and consciousness, to nonhuman beings or inanimate agents. Two studies investigated the consequences of the anthropomorphization of nature on people’s willingness to help victims of natural disasters. Study 1 (N = 96) showed that the humanization of nature correlated negatively with willingness to help natural disaster victims. Study 2 (N = 52) tested for causality, showing that the anthropomorphization of nature reduced participants’ intentions to help the victims. Overall, our findings suggest that humanizing nature undermines the tendency to support victims of natural disasters.

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