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PubMed2003

Early intervention critical to autism treatment.

It is still not universally accepted within the scientific community that the habilitation of autistic children is possible, or that their ability to function without supports in regular education by third, fourth, or fifth grade happens as a direct result of EIBI. However, using the outcome studies that have been reported, the rate of children reaching a best-outcome status appears to be between about 10% and 47%. There is a more global way to look at the effects of EIBI or behavioral intervention. Even if the child retains many characteristics of autism, the usual outcome of treatment is that the child learns useful skills. Behavioral intervention results in effective and efficient learning, which is precisely what it aims to accomplish and what behavioral techniques have been developed to do. Children and families have been able to achieve much more than many would ever have believed before EIBI became a realistic possibility.

Age Factors↗
PubMed1991

Lexical diversity in listeners' judgments of children.

This study explored the influence of children's lexical diversity during conversation on the way the children were evaluated by adults. Four adults listened to 93 2-min, samples of children, aged 36 to 78 months, conversing with an adult. They rated each child on 10 7-point bipolar adjective scales. Analysis indicated that children who conversed with low lexical diversity were perceived as less appealing, mature, and talkative than those who conversed with high diversity.

Attention↗
PubMed1993

First contact in verb acquisition: defining a role for syntax.

The goal of this research was to address 2 questions regarding children's use of syntactic information in acquiring verbs: First, what are children's biases for actions in the absence of syntactic information; and second, how specific is the meaning derived for verbs when syntactic information is present? In 3 experiments we presented nonsense verbs either in syntactic isolation (e.g., "Look! Sebbing!") or embedded within a transitive syntactic frame (e.g., "The frog is sebbing the duck"). These actions were then separated, and the children (mean age = 2 years, 3 months) were asked to select the action which was the referent of the verb. In Experiment 1, Causative actions (in which 1 character forces another to move in some way) were paired with Synchronous actions (in which both characters move simultaneously). In Experiment 2, the same Synchronous actions were now paired with Contact actions (in which 1 character merely touches the other). In Experiment 3, the Contact actions were paired with Causative ones. 2 results emerged: (1) Children have identifiable action biases in the absence of syntactic information and (2) these biases can be shifted by the addition of a transitive syntactic frame. We conclude that the meaning derived from the transitive frame is not specifically Causative or Contact but, more generally, a sense that 1 character is affecting another.

Child Development↗
PubMed1995

Acquisition of the novel name-nameless category (N3C) principle by young children who have Down syndrome.

Acquisition of the novel name-nameless category (N3C) principle by 22 children with Down syndrome between the ages of 2.42 and 3.33 years was examined to investigate the generalizability of a new approach to early lexical development: the developmental lexical principles framework. Results indicated that, as predicted, the N3C principle (operationally defined as the ability to fast map a new word to a [basic level] category), is not available at the start of lexical acquisition. The predicted link between ability to use the N3C principle and ability to perform exhaustive categorization of objects was supported. Children who used the principle had significantly larger productive vocabularies than did those who did not and, according to maternal report, had begun to acquire new words rapidly.

Child Language↗
PubMed1997

Phoneme acquisition in the first 4 years of implant use.

OBJECTIVE: To investigate the phonetic inventory development in a group of profoundly hearing impaired children fitted with the 22-electrode cochlear implant (Cochlear Ltd, NSW, Australia) at < or = 5 years of age. BACKGROUND: The cochlear implant provided access to auditory perceptual information that was not previously available. Investigation into the speech production skills of these children postimplant is of interest because the speech of these young profoundly hearing-impaired children is in a constant state of development. METHOD: Phonetic inventories of nine children were monitored at preimplant and over the first 4 years of implant use using spontaneous speech samples collected at regular intervals for each child. Progress of phoneme acquisition was measured using two different criteria: targetless and target production. RESULTS: At 4 years postimplant, 87% of all phonemes had been acquired as targetless productions and 62% of all phonemes had been acquired as target productions. All monophthongs were acquired as target phonemes, but only 38% of the diphthongs and 54% of all consonants were acquired as targets over the time of the study. The average time taken for a phoneme to progress from targetless acquisition to target acquisition was 21.6 months, although variation among phonemes was evident. CONCLUSIONS: Overall, the data suggest similar trends in the order of phoneme acquisition when compared to normally-hearing children, although it would appear that the process of acquisition in children with cochlear implants occurs at a slower rate.

Child Language↗
PubMed1980

Planning an initial expressive sign lexicon for persons with severe communication impairment.

Selecting an initial sign lexicon for an individual requires far more than simply making a list of useful words or translating a spoken lexicon into signs through use of a sign dictionary. It requires knowledge of child language acquisition, knowledge of manual signs and linguistic constraints on their use, and knowledge of the needs and desires of the individual for whom the lexicon is intended. Suggestions of writers such as Holland (1975) and Lahey and Bloom (1977) are studied in terms of their appropriateness for visual-manual communication and are applied to approximately 50 signs most frequently taught to retarded and autistic persons (Fristoe and Lloyd, 1979a) to aid in lexicon planning. Additional signs are proposed for extending this basic list. The resulting sample lexicon is evaluated against the suggestions of Holland and of Lahey and Bloom. Rationales given for determining these selections, deletions, and additions can be applied to modify this initial lexicon to make it better suited for a specific individual.

Autistic Disorder↗
PubMed1994

A longitudinal study of the emergence of phonemes in children with Down syndrome.

Articulation norms are typically used to measure sound acquisition and mastery in children with Down syndrome. The present longitudinal study examines the clinical records of 60 children with Down syndrome to evaluate phoneme acquisition and emergence. Results document the order of emergence of sounds in children with Down syndrome. Factors affecting emergence of sounds (e.g. oral motor skills) and difficulties in using a mastery model to evaluate speech sound acquisition in children with Down syndrome are explored. Clinical as well as research implications of the data are presented.

Age Factors↗
PubMed1992

Perception of multidimensional stimuli: a differential-sensitivity account of cognitive processing and development.

A differential-sensitivity account of cognitive processing is described that emphasizes the development of perceptual sensitivity to object relations that are directly perceived. Four experiments are presented that investigate this account and compare it to the integrality-separability view of development and the view that younger children are nonselective in their processing of multidimensional stimuli. Results show that stimulus differences are more salient than identities (Expt. 1), younger as well as older children are highly selective in their perception and classify stimuli by separate dimensions (Expt. 2), differential sensitivity affects the perceived magnitude of stimulus differences (Expt. 3), and younger and older children perceive separate dimensions in speeded classifications (Expt. 4). The importance of considering individual patterns of responses in cognitive and developmental research is also demonstrated.

Child↗