scispace - formally typeset
Search or ask a question
Journal Article

Outcomes of population based language promotion for slow to talk toddlers at ages 2 and 3 years: Let's Learn Language cluster randomised controlled trial

TL;DR: In this paper, the benefits of a low-intensity parent-toddler language promotion program delivered to toddlers identified as slow to talk on screening in universal services were evaluated. But the benefits were limited.
Abstract: Objective To determine the benefits of a low intensity parent-toddler language promotion programme delivered to toddlers identified as slow to talk on screening in universal services.
Citations
More filters
Dissertation
28 Oct 2016
TL;DR: The Stuttering Severity Instrument has three components (percentage of syllables that are not fluent, duration of selected long stutters and a measure of physical concomitants to stuttering).
Abstract: This thesis addresses the identification of children with expressive speech difficulties with a focus on stuttering. It is based on theoretical work that investigated the symptoms associated with stuttering (Howell, 2013). It also has a practical goal: The procedures that have been developed should help determine the risk of a child acquiring some form of speech difficulty. The children examined had just entered school (4-year-olds). To ensure reliable results were obtained, large, representative samples of children were required. Most of the children do not have speech difficulty. A sample of speech was obtained and analysed. The approach taken in analysis was to use an instrument that has been standardised and is currently used in research (Riley, 1994) and to apply it to the assessment of speech difficulty. Howell (2013) showed that this instrument is effective in screening for stuttering. The background to the screening work with stuttering is given in the literature review in Chapter 1. The challenges that arise when screening (a form of risk factor modelling) a real-world sample are discussed. Definitions and general features of stuttering are presented and various theories concerning how stuttering symptoms arise are reviewed. Chapters 2 to 6 report background studies, fieldwork and analyses that were conducted. Chapter 2 reports the results of a survey that was conducted to determine whether there was a need for a screening instrument and, if so, what form it should take. Chapters 3 and 4 report studies that were conducted to balance the need to keep assessments in schools short with ensuring the procedures are reliable and valid when used to identify children with speech difficulty. The assessments were based on Riley’s (1994) Stuttering Severity Instrument. Chapter 3 determined the minimum length a sample of speech needed to be and whether a spontaneous speech sample was sufficient when using Riley (1994) for assessing children for speech difficulty. The Stuttering Severity Instrument has three components (percentage of syllables that are not fluent, duration of selected long stutters and a measure of physical concomitants to stuttering). Chapter 4 addressed whether all three components are required to identify children with speech difficulty, since assessing fewer components would keep the procedure simple for use in schools. Chapter 5 reports an extensive field study that used Riley (1994) for identifying children with speech difficulty. Chapter 6 examined whether adding additional symptoms to those available in the Stuttering Severity Instrument that are appropriate for other common paediatric forms of speech difficulty would enhance accuracy of screening performance. Chapter 7 summarizes the work, draws conclusions and identifies future directions this research should take.

5 citations

Journal ArticleDOI
TL;DR: This systematic review examined the empirical evidence on interventions for late talkers between 18 and 42 months according to type of intervention approach (direct, indirect, and hybrid), reporting of intervention elements, and outcomes for receptive and expressive vocabulary.
Abstract: PURPOSE The aim of this systematic review was to examine the empirical evidence on interventions for late talkers between 18 and 42 months according to type of intervention approach (direct, indirect, and hybrid), reporting of intervention elements, and outcomes for receptive and expressive vocabulary. METHOD This review was registered with PROSPERO and followed Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. Eleven databases were systematically searched with 34 intervention studies involving 1,207 participants meeting criteria. Studies were categorized as using a direct, indirect, or hybrid intervention approach, then examined according to intervention elements, vocabulary outcomes, as well as reported tools and type of score used to evaluate outcomes. RESULTS Across 34 studies, nine used a direct intervention approach, 10 an indirect intervention approach, and 14 a hybrid intervention approach. One study compared direct and hybrid intervention approaches. All indirect and hybrid approaches included parent training; direct approaches did not. The type and degree of reporting of other intervention elements, as well as the tools and type of score used to evaluate outcomes, varied within and across approaches. Overall, improvements in expressive vocabulary were reported by 93% of studies, with variable results for the nine studies reporting receptive vocabulary outcomes. CONCLUSIONS The direct, indirect, and hybrid intervention approaches were typified by specific intervention elements; however, there was diversity in how other elements comprising the approaches were arranged. When making decisions about which intervention approach to use, clinicians need to be mindful of the differences among approaches, how they discuss those differences with parents, and which approaches and elements might be best suited to individual children and their families. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21291405.

2 citations

Journal ArticleDOI
TL;DR: The authors identified a parsimonious set of preschool indicators that predict language outcomes in late childhood, using data from the population-based Early Language in Victoria Study (n = 839) and used SuperLearner to estimate the accuracy of the constrained sets of questions.
Abstract: BACKGROUND Language is foundational for neurodevelopment and quality of life, but an estimated 10% of children have a language disorder at age 5. Many children shift between classifications of typical and low language if assessed at multiple times in the early years, making it difficult to identify which children will have persisting difficulties and benefit most from support. This study aims to identify a parsimonious set of preschool indicators that predict language outcomes in late childhood, using data from the population-based Early Language in Victoria Study (n = 839). METHODS Parents completed surveys about their children at ages 8, 12, 24, and 36 months. At 11 years, children were assessed using the Clinical Evaluation of Language Fundamentals 4th Edition (CELF-4). We used random forests to identify which of the 1990 parent-reported questions best predict children's 11-year language outcome (CELF-4 score ≤81 representing low language) and used SuperLearner to estimate the accuracy of the constrained sets of questions. RESULTS At 24 months, seven predictors relating to vocabulary, symbolic play, pragmatics and motor skills yielded 73% sensitivity (95% CI: 57, 85) and 77% specificity (95% CI: 74, 80) for predicting low language at 11 years. At 36 months, 7 predictors relating to morphosyntax, vocabulary, parent-child interactions, and parental stress yielded 75% sensitivity (95% CI: 58, 88) and 85% specificity (95% CI: 81, 87). Measures at 8 and 12 months yielded unsatisfactory accuracy. CONCLUSIONS We identified two short sets of questions that predict language outcomes at age 11 with fair accuracy. Future research should seek to replicate results in a separate cohort.

1 citations

Journal ArticleDOI
TL;DR: In this paper , the feasibility of family-centered workshops for children with language developmental delay was evaluated and the results showed that the workshops improved children's emotions, functional performance, and parental QOL.
Abstract: BACKGROUND Family-centered workshops' effects on children with language developmental delay remain unknown. This study assessed the feasibility of workshops for children with language developmental delay. METHODS A total of 122 children aged 18-36 months with language developmental delays and their parents participated in six sessions of 2-h family-centered multidisciplinary workshops for 6 weeks. The Mandarin-Chinese Communicative Development Inventory, Peabody Developmental Motor Scale, Emotional Competency Rating Scales, Pediatric Outcomes Data Collection Instrument, Child Health Questionnaire, Pediatric Quality of Life Inventory, Caregiver Strain Index, Impact on Family Scale, PedsQL Family Impact Module, and World Health Organization Quality of Life (QOL) were administered to the children and their parents before and after the workshop. RESULTS We found improvement of emotion (P = 0.037), upper extremity and physical function (P = 0.038), and transfer and basic mobility (P = 0.019) in children and parental QOL related to children's conditions (P = 0.049), with no effect on communication ability and QOL in children and family strain and function. We also noted more significant improvement in children with pure developmental language delay than in children with nonpure developmental language delay concerning the success rates (from delayed to normal development) for expressive vocabulary (P < 0.001) and word combination (P = 0.002). Satisfaction levels toward the workshop were high. CONCLUSIONS Family-centered workshops improved children's emotions, functional performance, and parental QOL. Although the samples were too small to test different conditions of the developmental delay, the workshops for children with language developmental delays are acceptable and feasible.

1 citations

01 Jan 2014
TL;DR: In this paper, the authors reviewed four studies published within the last four years that examined strategies that teachers can use in early childhood classrooms to curb challenging student behaviors and demonstrated that prosocial skills should be taught and modeled to children who may not have these skills within their repertoires.
Abstract: Teachers report challenging and disruptive student behavior as the cause of increased stress. Challenging student behaviors are predictive of future problems such as dropping out of school or expulsion. Language ability is important for regulating attention and behavior and establishing positive relationships with adults and peers. Many children who exhibit challenging behaviors have existing language delays and must be taught functional skills to communicate. Twenty-four studies published within the last four years that examined strategies that teachers can use in early childhood classrooms to curb challenging student behaviors were reviewed. Research demonstrated that prosocial skills should be taught and modeled to children who may not have these skills within their repertoires. Teachers should offer many opportunities for children to practice these skills while providing specific feedback and praise. Pre-service teachers should be informed about classroom management strategies and they should be thoughtfully employed within their classrooms to eliminate opportunities for disruptive behaviors. Evidence-based instructional practices should also be used within the classroom to promote the prevention of challenging student behavior. A school-wide model of behavior supports, including functional behavioral analysis, is an evidence-based method of individualizing interventions for all children.

1 citations

References
More filters
Journal ArticleDOI
TL;DR: The prevalence estimates obtained fell within recent estimates for SLI, but demonstrated that this condition is more prevalent among females than has been previously reported.
Abstract: This epidemiologic study estimated the prevalence of specific language impairment (SLI) in monolingual English-speaking kindergarten children. From a stratified cluster sample in rural, urban, and ...

1,932 citations

Journal ArticleDOI
TL;DR: Applied Longitudinal Data Analysis provides readers with a solid, thorough, and relatively accurate understanding of concepts and procedures, and is not a comprehensive treatment of all methods for longitudinal data.
Abstract: (2005). Multilevel Statistical Models. Journal of the American Statistical Association: Vol. 100, No. 469, pp. 353-354.

1,648 citations

Journal ArticleDOI
TL;DR: The MacArthur Communicative Development Inventories (CDI) as mentioned in this paper are a pair of widely used parent-report instruments for assessing communicative skills in infants and toddlers, and they have been widely used in clinical applications.
Abstract: The MacArthur Communicative Development Inventories (CDIs) are a pair of widely used parent-report instruments for assessing communicative skills in infants and toddlers. This report describes short-form versions of the CDIs and their development, summarizes newly available normative data and psychometric properties of the instruments, and discusses research and clinical applications. The infant short form (Level I, for 8- to 18-month-olds) contains an 89-word checklist for vocabulary comprehension and production. The two parallel versions of the toddler short form (Level II, Forms A and B, for 16- to 30-month-olds) each contain a 100-word vocabulary production checklist and a question about word combinations. The forms may also be useful with developmentally delayed children beyond the specified age ranges. Copies of the short forms and the normative tables appear in the appendices.

576 citations

Journal ArticleDOI
TL;DR: A receptive developmental language disorder involves significant deficits in theory of mind, verbal short-term memory and phonological processing, together with substantial social adaptation difficulties and increased risk of psychiatric disorder in adult life.
Abstract: Background: Little is known on the adult outcome and longitudinal trajectory of childhood developmental language disorders (DLD) and on the prognostic predictors. Method: Seventeen men with a severe receptive DLD in childhood, reassessed in middle childhood and early adult life, were studied again in their mid-thirties with tests of intelligence (IQ), language, literacy, theory of mind and memory together with assessments of psychosocial outcome. They were compared with the non language disordered siblings of the DLD cohort to control for shared family background, adults matched to the DLD cohort on age and performance IQ (IQM group) and a cohort from the National Child Development Study (NCDS) matched to the DLD cohort on childhood IQ and social class. Results: The DLD men had normal intelligence with higher performance IQ than verbal IQ, a severe and persisting language disorder, severe literacy impairments and significant deficits in theory of mind and phonological processing. Within the DLD cohort higher childhood intelligence and language were associated with superior cognitive and language ability at final adult outcome. In their mid-thirties, the DLD cohort had significantly worse social adaptation (with prolonged unemployment and a paucity of close friendships and love relationships) compared with both their siblings and NCDS controls. Self-reports showed a higher rate of schizotypal features but not affective disorder. Four DLD adults had serious mental health problems (two had developed schizophrenia). Conclusion: A receptive developmental language disorder involves significant deficits in theory of mind, verbal short-term memory and phonological processing, together with substantial social adaptation difficulties and increased risk of psychiatric disorder in adult life. The theoretical and clinical implications of the findings are discussed.

545 citations