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PubMed2002

Surveying and screening preschool language development in community-focused intervention programmes: a review of instruments.

Preschool language intervention has come increasingly to the fore with the development of community-focused interventions including Sure Start in the UK. Successful intervention methods may well be incorporated into mainstream service delivery, especially in areas of disadvantage. The question of whether such interventions will work and of their impact on children's language development has focused attention on measures of language. This paper distinguishes two reasons for measuring language development: (1) surveying language; and (2) screening language. It goes on to suggest a set of criteria for selecting instruments for these applications. The review includes a wide range of language assessment instruments for preschool children and examines those most likely to be suitable. It suggests a role for paraprofessionals in survey and screening and argues that this may be advantageous in terms of reaching families and thereby achieving high levels of coverage of a population group. Finally, there is a discussion of the implications of such measures in community-focused preschool interventions.

Child, Preschool↗
PubMed1988

Children with inadequate language development: management guidelines for otolaryngologists.

Otolaryngologists are in the front line of physicians asked to evaluate children whose language development is lagging. The 4 most prevalent conditions to consider in the differential diagnosis are impaired hearing, mental deficiency, developmental language disorder or dysphasia, and one of the disorders on the autistic spectrum. Guidelines on when to become concerned and what to do about such children are provided. Early diagnosis is essential in order to provide remedial education at the language learning age when intervention is likely to be most efficacious.

Autistic Disorder↗
PubMed1999

The impact of early onset otitis media on babbling and early language development.

Numerous studies have shown that otitis media (OM) during infancy has a negative impact on language development later in life. Few studies have examined the effect of OM on linguistic and prelinguistic behavior during infancy. The purpose of this study was to investigate the impact of OM on the development of canonical babble in children who experienced at least one episode during the period birth through 6 months of age, in comparison with children who did not experience OM during this period. The results show a consistently lower rate of canonical syllable production among children with early onset OM, when compared to children with later onset OM, during the period 6 through 18 months of age. In addition, a relationship between canonical babbling ability and expressive vocabulary size was observed at 18 months of age.

Female↗
PubMed2003

Effects of neonatal intensive care on girls' and boys' language development.

UNLABELLED: According to Jennische and Sedin, very premature boys are less affected in their speech and language development than a matched group of girls. This is discussed from a general linguistic perspective. CONCLUSION: It is speculated that perinatal factors, timing and ambient aspects may impact on boys' advantage over girls.

Child↗
PubMedDate not supplied

Design factors in the assessment of language development in children with otitis media.

In this paper the findings of studies which have examined the effects of chronic otitis media, suffered during the early years of life, on the cognitive, linguistic and academic development of the child are reviewed and critqued. A summary of findings on factors which play a role in normal language development are then presented to point to possible reasons for chronic otitis media having detrimental effects on development. Finally, possible ways of testing the hypothesis that the disease has such effects are discussed.

Child Language↗
PubMed1997

[ICD-10 diagnosis of specific speech and language development disorders].

Diagnostics of developmental speech- and language disorders is based primarily on the criteria severity of involvement and pattern. Regarding phonological disorders single word articulation tests are widely used because of efficiency considerations. However they are insufficient for ICD-10 diagnostics, because severity of involvement and pattern are influenced from the fact that children are spontaneously talking or giving single word responses. "Percentage of Consonants Correct (PCC)" and "Percentage of Consonants Correct for early, middle and late consonants" are described as an articulation competence metric, whereas "Natural Process Analysis" is proposed to describe the pattern of the disorder. Three case studies are used to outline the methods. Data show that "Percentage of Consonants Correct" is a good metric to index severity of involvement and "Natural Process Analysis" is a prerequisite to describe the pattern of the disorder.

Articulation Disorders↗
PubMed2001

The use of a digital voice output device to facilitate language development in a child with developmental apraxia of speech: a case study.

PURPOSE: The study aimed at describing the language and communication abilities of a child diagnosed with Developmental Apraxia of Speech (DAS), who used a Macaw Digital voice output device. METHOD: This case study describes the training of a mother in the use of a Macaw digital voice output device to give her child with DAS access to higher levels of language functioning. It also provides longitudinal information pertaining to the child's school progress in the three years following the implementation of the device. RESULTS: Results indicate that the use of a digital device is useful in facilitating communication and language development in a young child with DAS. Specific evidence of an increase in the cognitive complexity of questions directed at the child is provided, as well as an increase in the number of questions directed to the child. Regarding the child's responses, it was noted that appropriate answers increased, as did the number of communication modalities and communication attempts. Longitudinal data indicates that the child was able to maintain these positive impacts. CONCLUSIONS: Digital voice output devices can be used as a method to facilitate higher cognitive functioning and has various positive impacts on the functioning of a child with DAS. These devices need to be considered as a tool to facilitate the development of communication and speech development for this population.

Apraxias↗
PubMed2001

Cognitive development, temperament and behavior at 2 years as indicative of language development at 4 years in pre-term infants.

This study focuses on the early temperamental (TTQ = toddler temperament questionnaire), behavioral (IBR = infant behavior record), and cognitive precursors of impaired language functioning in preschool-age pre-terms infants. The study group consisted of 63 pre-term infants with a mean birth weight of 1246 +/- 437 g born in 1989-1991 in the University Central Hospital of Helsinki. Children with major disabilities (CP or mental retardation) were excluded. At the age of 4 years, 22% showed impaired language function. Logistic regression analysis showed that the Bayley MDI score was the best predictor in identifying an increased risk for language impairment. Behavioral characteristics were more strongly associated with subsequent language impairment than temperament.

Child, Preschool↗
PubMed2005

Mothers' estimates of their children with disorders of language development.

The authors' objective in this article was to explore the accuracy of mothers' estimates concerning their children's developmental functioning, especially with respect to vocabulary and gross motor development, by comparing the results of diagnostic tests administered to both the children and their mothers. The authors studied 55 children with disorders of language development (LD) between the ages of 3 and 6 years using several diagnostic scales concerning child development. The authors assessed the mothers' estimates regarding vocabulary and gross motor development by the same scales as those used for their children. These scales were presented as questionnaires and scored like the tests used for the children. There was a significant tendency toward a general overestimation of a child's developmental functioning regarding vocabulary and gross motor skills. Moreover, the accuracy of the mothers' estimates did not seem to be associated with several selected variables. The results did not correspond to those of other studies that have shown that mothers' estimates provide a good indication for the developmental status of a child--at least for the child's developmental status considering vocabulary and gross motor skills in children with LD. The results support the objection regarding the use of maternal estimates as the only source of information concerning the development of a child among scientific studies, especially if they deal with research on the development of vocabulary or gross motor skills.

Attitude to Health↗
PubMed1991

Maternal linguistic input to toddlers with slow expressive language development.

Maternal speech styles to children between 20 and 34 months of age who were slow to acquire expressive language were compared to those of mothers with normally speaking toddlers. Aspects of the mothers' speech examined included use of various sentence types (declaratives, negative, questions, etc.); the mother's lexical contingency with regard to the child's utterance; mother's use of pragmatic functions such as requests, comments, and conversational devices; and the mother's use of topic management. Results revealed that mothers of toddlers with slow language development are different from mothers of normal speakers only in their frequency of use of lexical contingency devices, specifically, expansion and extension. However, the proportion of expansions and extensions relative to the number of child utterances is not different, indicating that when late talkers give their mothers something to expand, the mothers do so, but that the late talkers do not give their mothers as much speech to work with as do the normal toddlers. Implications of these findings for parent training are discussed.

Child, Preschool↗
PubMed1979

Use of mean morphological units to assess language development.

The intent of this study was to determine what size language sample was needed in order to obtain a reliable index of mean morphological units. Shriner (1967) suggested that 50 sentences were necessary for obtaining a mean length of response and a length complexity index. Brown (1973) recommended using 100 sentences when determining mean morphological units. However, other investigators (Schneiderman, 1955; Griffith and Miner, 1969) said that as few as 15 sentences could serve to provide enough data for reliable estimates of mean length of response and a length complexity index. For a practitioner, knowing that the first 15 sentences produced would be a reliable estimate of overall language ability would be of substantial benefit. Obtaining, transcribing, and analyzing 15 sentences takes about 20 min. The results of this study show that as few as 15 sentences are adequate for determining a reliable index of mean morphological units.

Child Language↗
PubMed1990

Fine-tuning of utterance length to preverbal infants: effects on later language development.

The purpose of this study was to determine (1) whether mothers simplify their speech during the second half of the first year of development when infants begin to comprehend words and use gestures to communicate intentionally, and (2) whether individual differences in mothers' speech adjustments influence their infants' later language acquisition. The subjects for the study were 14 mother-infant pairs from a medically low risk sample who were followed longitudinally. Mothers' mean length of utterance (MLU) was calculated from transcripts of face-to-face interaction when the infants were 0:3, 0:6, and 0:9 in age. Mothers who provided responsive and stimulating environments, as indicated by HOME scores, also reduced their MLU over the age range studied. Moreover, mothers' MLU adjustments during the first year were more predictive than the HOME scale in forecasting receptive language development at 1:6. In contrast, expressive language abilities at 1:6 were unrelated to the environmental variables measured but were predicted by child characteristics such as the infant's sex. These results suggest that a mother's ability to 'fine-tune' her early linguistic input may be predictive of her child's later receptive language functioning. Precursors of fine-tuning, such as maternal beliefs in reciprocity and infant object orientation, are discussed.

Female↗
PubMed1998

Prosodic markers of syntactic boundaries in the speech of 4-year-old children with normal and disordered language development.

This study focuses on the potential role of prosodic "boundary features" in developmental disorders of morphosyntax. As exemplified melodically by the final portion of the falling tone and rhythmically by final syllable lengthening, boundary features mark the right edge of major constituent units in speech and thus phonetically reflect syntactic structure on the level of clauses and sentences. To resolve conflicting findings about the development of boundary features in children with specific language impairment (SLI), this study describes the falling tone and final syllable lengthening in the spontaneous speech of 10 four-year-old children with the phonologic-syntactic type of SLI and 10 four-year-old children with normal language development. The results--indicating that some prosodic boundary features are normal in preschoolers with SLI--show that impairments of morphology and syntax on the segmental level of the grammar do not implicate systematic deficits in syntax-sensitive features on the suprasegmental level. The potential dissociation between prosodic and morphosyntactic development is shown most clearly by the remarkable robustness of the falling tone, which was observed in 9 of the 10 children with SLI, in spite of the moderate to severe deficits they demonstrated in segmental phonology, morphosyntax, and mean length of utterance.

Child, Preschool↗
PubMed2006

The ordering of milestones in language development for children from 1 to 6 years of age.

PURPOSE: To scale language milestones in a group of 527 children to provide an instrument for screening language development. Procedure The questionnaire regarding these milestones was completed by parental report. It was evaluated whether the scaled milestones satisfied the assumptions of the Mokken item response model. RESULTS: The scalability of the final scale of 14 milestones was strong (H = .95), its reliability was high (rho = .96), and it satisfied the assumptions of the Mokken model. CONCLUSIONS: A single, unidimensional scale of diverse milestones was developed. It taps lexical, syntactic, and phonological skills, as well as both receptive and expressive language skills, and is well suited for mapping progress in language ability.

Age Factors↗
PubMedDate not supplied

The relation of child care to cognitive and language development. National Institute of Child Health and Human Development Early Child Care Research Network.

Children from 10 sites in the United States were followed from birth to age 3 to determine how experiences in child care relate to cognitive and language development (Ns varied between 595 and 856, depending on the assessment). Multiple assessments of family and child care environments and of cognitive and language competence were collected. Analyses that adjusted for maternal vocabulary score, family income, child gender, observed quality of the home environment, and observed maternal cognitive stimulation indicated that the overall quality of child care, and language stimulation in particular, was consistently but modestly related to cognitive and language outcomes at ages 15, 24, and 36 months. The effect sizes for high (top quartile) versus low (bottom quartile) quality ranged from .18 to .48. After adjusting for child care quality, cumulative experience in center-based care was associated with better outcomes than was participation in other types of care. The amount of time children spent in care was not related to outcomes. Children in exclusive maternal care did not differ systematically from children in child care. Tests for lagged relations of earlier child care experiences to later performance (adjusting for current child care) showed that language stimulation predicted subsequent cognitive and language performance 9 to 12 months later. Although children in center care at age 3 performed better than children in other types of care, earlier experience in child care homes was associated with better performance at age 3 than was experience in other types of care. The relations of child care variables to outcomes did not vary consistently as a function of family income, quality of home environment, child gender, or ethnic group.

Age Factors↗