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Botting N, Spicer-Cain H, Buckley B, Mercado E, Sharif K, Wood L, Flynn J, Reeves L. Preliminary feasibility and effectiveness of a novel community language intervention for preschool children in the United Kingdom. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2024; 59:276-292. [PMID: 37568258 DOI: 10.1111/1460-6984.12943] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Accepted: 07/18/2023] [Indexed: 08/13/2023]
Abstract
BACKGROUND Very young children from lower socioeconomic status (SES) backgrounds often show poorer language development. Whilst there have been attempts to provide early intervention programmes, these sometimes miss the most disadvantaged groups. AIMS This report presents preliminary feasibility and effectiveness data for a novel language intervention designed for parents of toddlers in the United Kingdom. METHODS AND PROCEDURES In total, 43 UK families of 2-4-year-olds were recruited to the study, half of whom completed an 8-week course (Tots Talking) focussed on parent interaction, and half of whom acted as wait-list controls. RESULTS AND OUTCOMES Results suggest that such programmes are feasible for families with 86% staying in the intervention. In addition, greater changes in underlying communication skills such as joint attention and gesture were evident compared to wait-list controls. CONCLUSIONS AND IMPLICATIONS We conclude that pre-verbal skills may be more important to measure as initial outcomes than language or vocabulary change in this population. WHAT THIS PAPER ADDS What is already known on the subject Children from lower socioeconomic status (SES) backgrounds are at higher risk of communication difficulties and there is a need for community intervention programmes for very young children. What this study adds This study suggests that such programmes can be feasible and effective, but that very early/basic communicative skills (such as joint attention) may be boosted first rather than language or vocabulary. What are the clinical implications of this work? Children's centres and other community services could feasibly run short parent facing courses emphasising contingent communication in low SES families and other diverse groups. These may be more successful run with younger preschoolers. Joint attention may be a better focus of intervention before expecting vocabulary or language change. Community health professionals may find this information useful in referring and supporting families in need.
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Affiliation(s)
- Nicola Botting
- School of Health and Psychological Sciences, City University of London, London, UK
| | - Helen Spicer-Cain
- School of Health and Psychological Sciences, City University of London, London, UK
| | - Bernadine Buckley
- School of Health and Psychological Sciences, City University of London, London, UK
| | - Elizabeth Mercado
- School of Health and Psychological Sciences, City University of London, London, UK
| | - Khadija Sharif
- School of Health and Psychological Sciences, City University of London, London, UK
| | - Liz Wood
- Speech and Language UK (formerly ICAN charity), UK
| | - Jane Flynn
- Speech and Language UK (formerly ICAN charity), UK
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Gósy M, Bunta F, Pregitzer M. Speech processing performance of Hungarian-speaking twins and singletons. CLINICAL LINGUISTICS & PHONETICS 2023; 37:979-995. [PMID: 36052433 DOI: 10.1080/02699206.2022.2111274] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Revised: 05/30/2022] [Accepted: 08/01/2022] [Indexed: 06/15/2023]
Abstract
Studying speech processing in twins versus their singleton peers provides opportunities to study both genetic and environmental effects on how children acquire these aspects of their speech and - by extension - their phonological systems. Our study focused on speech processing in typically developing Hungarian-speaking twins and their singleton peers between 5 and 9 years of age. Participants included 384 monolingual Hungarian-speaking children (192 twins, and 192 singletons). Data from four tasks - repetition of synthesised monosyllables, nonsense words, well-formed noisy sentences, and well-formed phonologically complex sentences - were analysed. There was a main effect for birth status, and singletons outperformed their twin peers on the majority of the speech processing tasks. Age and task also had effects on the performance of the participants, and there was a three-way task by age by twin versus singleton status indicating that the speech processing performance of twins versus singletons is interdependent with the type of task and age. Our results also indicate that monolingual Hungarian-speaking twins may be at higher risk for developmental speech delays relative to their singleton peers.
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Affiliation(s)
- Mária Gósy
- Department of Phonetics, Linguistics Institute ELKH and ELTE University, Budapest, Hungary
| | - Ferenc Bunta
- Department of Communication Sciences and Disorders, University of Houston, Houston, Texas, USA
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Smith J, Sulek R, Van Der Wert K, Cincotta-Lee O, Green CC, Bent CA, Chetcuti L, Hudry K. Parental Imitations and Expansions of Child Language Predict Later Language Outcomes of Autistic Preschoolers. J Autism Dev Disord 2023; 53:4107-4120. [PMID: 35976507 PMCID: PMC9382601 DOI: 10.1007/s10803-022-05706-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/28/2022] [Indexed: 11/26/2022]
Abstract
Both the amount and responsiveness of adult language input contribute to the language development of autistic and non-autistic children. From parent-child interaction footage, we measured the amount of adult language input, overall parent responsiveness, and six discrete parent responsive behaviours (imitations, expansions, open-ended questions, yes/no questions, comments and acknowledgements) to explore which types of responsiveness predicted autistic preschoolers' language five months later, after controlling for adult language input. We found expansions and particularly imitations to be more important for later language than overall responsiveness. This study emphasises the need to capture what exactly about parent language input influences child language acquisition, and adds to the evidence that imitating and expanding early language might be particularly beneficial for autistic preschoolers.
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Affiliation(s)
- Jodie Smith
- School of Allied Health, Human Services and Sport, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia.
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia.
| | - Rhylee Sulek
- School of Allied Health Sciences, Griffith University, Parklands Drive, Southport, QLD, 4222, Australia
| | - Kailia Van Der Wert
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Olivia Cincotta-Lee
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Cherie C Green
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Catherine A Bent
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Lacey Chetcuti
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
- School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia
| | - Kristelle Hudry
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
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Souza MSDL, Cáceres-Assenço AM. Do vocabulary and narrative skills correlate in preschoolers with typical language development? Codas 2021; 33:e20200169. [PMID: 34259778 DOI: 10.1590/2317-1782/20202020169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Accepted: 10/30/2020] [Indexed: 11/22/2022] Open
Abstract
PURPOSE To characterize the performance of preschoolers with typical language development in tasks of expressive vocabulary and oral narrative and to verify possible correlations. METHODS The study included 39 children aged 4 to 6 years old, of both genders, with no complaints about language development. Mothers answered a questionnaire of socioeconomic classification, while the ABFW Vocabulary Test was used to evaluate the vocabulary and the book "Frog, where are you?" was used to elicit the child's oral narrative. The data collected were submitted to descriptive and inferential statistical analysis. RESULTS Regarding expressive vocabulary, the majority of preschoolers (92.3%) had the usual verbal designation (UVD) suitable for the age group, and the semantic fields with the highest UVD were "animals", "shapes and colors", "toys and musical instruments", "transportation" and those with children were "professions" and "local". The predominant type of narrative was causal, followed by intentional. There was no correlation between UVD and the use of words in the narratives, but there was a positive correlation between the total and the number of different words used in the narrative. CONCLUSION There was no correlation between the expressive vocabulary (UVD) and the use of words in the narrative, but the preschoolers who used more words in their narratives also showed greater lexical variety in this sample.
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Affiliation(s)
- Marcelle Stella de Lima Souza
- Laboratório de Desenvolvimento da Linguagem, Departamento de Fonoaudiologia, Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte - UFRN - Natal (RN), Brasil
| | - Ana Manhani Cáceres-Assenço
- Laboratório de Desenvolvimento da Linguagem, Departamento de Fonoaudiologia, Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte - UFRN - Natal (RN), Brasil
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Bennetts SK, Love J, Westrupp EM, Hackworth NJ, Mensah FK, Nicholson JM, Levickis P. Protocol for the Adaptation of a Direct Observational Measure of Parent-Child Interaction for Use With 7-8-Year-Old Children. Front Psychol 2021; 11:619336. [PMID: 33551931 PMCID: PMC7857049 DOI: 10.3389/fpsyg.2020.619336] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 11/30/2020] [Indexed: 12/02/2022] Open
Abstract
Objective Parenting sensitivity and mutual parent-child attunement are key features of environments that support children’s learning and development. To-date, observational measures of these constructs have focused on children aged 2–6 years and are less relevant to the more sophisticated developmental skills of children aged 7–8 years, despite parenting being equally important at these ages. We undertook a rigorous process to adapt an existing observational measure for 7–8-year-old children and their parents. This paper aimed to: (i) describe a protocol for adapting an existing framework for rating parent-child interactions, (ii) determine variations in parents’ sensitive responding and parent-child mutual attunement (‘positive mutuality’) by family demographics, and (iii) evaluate the psychometric properties of the newly developed measure (i.e., inter-rater reliability, construct validity). Method Parent-child dyads completed one home visit, including a free-play observation and parent questionnaire. Dyads were provided with three toy sets: LEGO® Classic Box, Classic Jenga®, and animal cards. The Coding of Attachment-Related Parenting (CARP) was adapted for use with 7–8-year-old children, and rating procedures were streamlined for reliable use by non-clinician/student raters, producing the SCARP:7–8 Years. Trained staff rated video-recorded observations on 11 behaviors across two domains (five for parents’ sensitive responding, six for parent-child positive mutuality). Results Data were available for 596 dyads. Consistently strong inter-rater agreement on the 11 observed behaviors was achieved across the 10-week rating period (average: 87.6%, range: 71.7% to 96.7%). Average ICCs were 0.77 for sensitive responding and 0.84 for positive mutuality. These domains were found to be related but distinct constructs (r = 0.49, p < 0.001). For both domains, average ratings were strongly associated with the main toy used during the observation (p < 0.001, highest: cards, lowest: LEGO®). Adjusted multivariate linear regression models (accounting for toy choice) revealed that less sensitive responding was associated with younger parent (p = 0.04), male parent (p = 0.03), non-English speaking background (p = 0.04), and greater neighborhood disadvantage (p = 0.02). Construct validity was demonstrated using six parent-reported psychosocial and parenting measures. Conclusion The SCARP: 7–8 Years shows promise as a reliable and valid measure of parent-child interaction in the early school years. Toy selection for direct observation should be considered carefully in research and practice settings.
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Affiliation(s)
- Shannon K Bennetts
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia.,Murdoch Children's Research Institute, Melbourne, VIC, Australia
| | - Jasmine Love
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia
| | - Elizabeth M Westrupp
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia.,School of Psychology, Deakin University, Melbourne, VIC, Australia.,Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia
| | - Naomi J Hackworth
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia.,Murdoch Children's Research Institute, Melbourne, VIC, Australia.,Parenting Research Centre, Melbourne, VIC, Australia
| | - Fiona K Mensah
- Murdoch Children's Research Institute, Melbourne, VIC, Australia.,Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia
| | - Jan M Nicholson
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia
| | - Penny Levickis
- Murdoch Children's Research Institute, Melbourne, VIC, Australia.,Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, Australia
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Short K, Eadie P, Kemp L. Influential factor combinations leading to language outcomes following a home visiting intervention: A qualitative comparative analysis (QCA). INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2020; 55:936-954. [PMID: 33051961 DOI: 10.1111/1460-6984.12573] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Revised: 08/25/2020] [Accepted: 09/02/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Children who experience adversity are more vulnerable to language difficulties. Early interventions beginning antenatally, such as home visiting, are provided to help prevent these problems. To improve the precision of early interventions, the impact of combinations of risk and protective factors over time must be explored and understood. There is, however, limited research investigating how such factors interact with intervention to change language outcomes over time. AIM To explore the different paths that lead to Good and Poor language in a cohort of children experiencing adversity whose mothers received an optimal dose of the Maternal Early Childhood Sustained Home visiting (MECSH) intervention over 2.5 years. METHODS & PROCEDURES A total of 24 low socioeconomic status (SES) mothers experiencing adversity and their children who received more than half the scheduled dose of the MECSH intervention were followed over time: from before birth to school entry. Data were extracted from surveys and direct measurement over the study course. Child language outcome at school entry and the influence of seven key child, maternal and environmental factors, which have been shown in previous research to result in Good and Poor language outcomes, were explored through qualitative comparative analysis (QCA). QCA is a qualitative analytical technique that provides a deeper understanding of factor combinations influencing language development. OUTCOMES & RESULTS Multiple paths to Good (six paths) and Poor language (seven paths) were found. Paths with mostly protective factors resulted in Good language, except when maternal antenatal distress was present. Paths with two or more influential risks usually resulted in Poor language outcomes. When children experiencing adversity received the MECSH home visiting intervention, there was no one risk or protective factor necessary for Good or Poor language outcomes; however, there were clear patterns of factor combinations. CONCLUSIONS & IMPLICATIONS Mothers' antenatal psychological resources were a flag for future language concerns which can be used to improve the precision of the MECSH intervention. They were highly influential to their children's Good and Poor language outcomes by 5 years, when over time they were combined with characteristics such as early childhood education, poor maternal responsivity and/or the number of children in the home. Knowledge of early conditions associated with later Poor language can help clinicians identify and respond in preventative and promoting ways to improve language skills. What this paper adds What is already known on the subject Children experiencing adversity are more vulnerable to language difficulties. Both risk for language difficulties and protection against them in this group are via a complex combination of factors. It is unknown how intervention works with these complex factors to result in Good and Poor language outcomes. What this paper adds to existing knowledge There are multiple paths to both Good and Poor language outcomes for children experiencing adversity. Mothers' psychological resources antenatally in combination with other key factors were particularly influential to Good and Poor language outcomes. What are the clinical implications of this work? In this study, maternal antenatal distress together with poor maternal responsivity were present in children's paths to Poor language outcomes at school entry. An extra focus on responsivity is required in antenatally distressed mothers of children experiencing adversity in early interventions. Children of mothers with good psychological resources antenatally who received home visiting intervention had Good language outcomes at 5 years when combined with 3 years or more of early childhood education and if there were one to two children in the home. Knowledge of these influences on language development can improve the precision of home visiting interventions and help clinicians tailor their visits to individual families' needs.
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Affiliation(s)
- Kate Short
- School of Public Health and Community Medicine (SPHCM), University of New South Wales, Sydney, NSW, Australia
| | - Patricia Eadie
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
| | - Lynn Kemp
- School of Nursing and Midwifery, Western Sydney University, Sydney, NSW, Australia
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Newbury J, Sutherland D. Measurement of child-directed speech: A survey of clinical practice. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 22:399-413. [PMID: 31450980 DOI: 10.1080/17549507.2019.1650111] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose: Clear correlations exist between the quality and quantity of child-directed speech (CDS) and children's language development. Interventions for children with poor language skills involve manipulation of the quality and/or quantity of CDS in a child's daily experience. Assessment of CDS is therefore important. There are a range of CDS measures reported in the literature, however no data exist on the use of these in clinical practice. The aim of this study was to identify current clinical practices in measurement of CDS.Method: An online survey was developed using the Qualtrics platform. Brief study information and a link to the survey were distributed to speech-language pathologists working in New Zealand and Australia.Result: Responses from 116 clinicians were analysed. Participants mainly reported using informal analysis of adult-child observations, checklists and informal discussion with adults to measure CDS. The barriers to measuring CDS reported were time, teaming with adults and psychometric properties of informal methods.Conclusion: There are few psychometrically validated clinical tools which are "fit for purpose" to measure qualitative aspects of CDS. Automated speech analysis technology appears to have potential as a quantitative measure of CDS to support clinical practice.
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Affiliation(s)
- Jayne Newbury
- School of Psychology, Speech and Hearing, University of Canterbury, Canterbury, New Zealand
| | - Dean Sutherland
- School of Psychology, Speech and Hearing, University of Canterbury, Canterbury, New Zealand
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Trombetta T, Brustia P, Curti L, Caldarera AM, Gerino E, Rollè L. Twins' and Singletons' Linguistic Environment: A Systematic Review. Front Psychol 2019; 10:2005. [PMID: 31551866 PMCID: PMC6733883 DOI: 10.3389/fpsyg.2019.02005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2019] [Accepted: 08/16/2019] [Indexed: 11/24/2022] Open
Abstract
Background: Among twins, lower linguistic skills emerged when compared with singletons. Considering the association found between parental linguistic input and children's language development, exploring the differences between twins and singletons' linguistic environments could find variables that are potentially associated with the lower linguistic skills of twins. Aim: The current systematic review aims to analyze and systematize the existing literature focused on the comparison of twins' and singletons' linguistic environments within their first 3 years of life. Methodological issues (i.e., the procedure used to assess the linguistic environment, the coding of the linguistic environment's features, the computational method employed to assess the parental linguistic input, and participant characteristics) and differences found among twins and singletons regarding their linguistic environment (i.e., linguistic input quantity, linguistic input complexity, linguistic features of child-directed speech, parental responsiveness, and directiveness, joint attention, and book reading) were highlighted. Method: The Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement was followed. Eligible studies were searched through EBSCO, PubMed, and Web of Science. From this search, 1,347 study results emerged, and 8 studies were included. Results: To our knowledge, this is the first systematic review focused on the comparison of twins' and singletons' linguistic environments. Differences between the groups were found in all of the included studies. Data against twins were generally identified regarding all the considered linguistic environment's features. However, conflicting results within and between the included studies emerged, mainly according to the computational method employed (i.e., twin moms value, twin direct dyadic value, twin direct dyadic + both value, and input directed toward both children simultaneously). Conclusion: The disadvantaged linguistic environment of twins is likely due to limited parental resources and demands associated with the management of two children of the same age. However, the limited and conflicting data found did not allow for a firm conclusion to be drawn on the differences in the twins' and singletons' linguistic environments. Further studies on the topic are needed.
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Affiliation(s)
| | - Piera Brustia
- Department of Psychology, University of Torino, Turin, Italy
| | - Lorenzo Curti
- Department of Psychology, University of Torino, Turin, Italy
| | | | - Eva Gerino
- Department of Psychology, University of Torino, Turin, Italy
| | - Luca Rollè
- Department of Psychology, University of Torino, Turin, Italy
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