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Ebert KD, Lee H. Individual Predictors of Language Treatment Response in Children With Developmental Language Disorder: A Systematic Review. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024; 67:2708-2728. [PMID: 38991168 DOI: 10.1044/2024_jslhr-23-00665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/13/2024]
Abstract
PURPOSE Treatment response is the degree to which an individual benefits from a treatment. This systematic review sought to identify and synthesize research evidence regarding individual characteristics that predict language treatment response among children with developmental language disorder (DLD). METHOD To be eligible for inclusion, articles needed to report results of an oral language treatment program in a group of children aged 4-10 years with identified DLD and also include a quantitative analysis of the relation between one or more pretreatment child characteristics and the outcome of language treatment. Seven databases (Cumulated Index to Nursing and Allied Health Literature, Dissertations and Theses Global, Education Resources Information Center, Linguistics and Language Behavior Abstracts, PsycINFO, Medline, and Web of Science) were searched for articles in June and July 2021, with search updates conducted in May 2023. Studies were categorized by the type of treatment provided, and results were synthesized qualitatively. RESULTS The review included 31 studies, 1,551 participants with DLD, and over 300 statistical tests of a predictor's effect on language treatment response. Most studies (n = 21) included only monolingual speakers of English, with five studies including bilinguals and five including monolingual speakers of non-English languages. Language treatments targeted word learning in controlled or clinical conditions, grammatical learning in controlled or clinical conditions, or multiple language targets in clinical conditions. Predictors of treatment response are summarized across four categories: cognitive, demographic, pretreatment language levels, and other. CONCLUSIONS There were relatively few significant tests of the predictors of language treatment response. A central limitation of the evidence is that most included studies were designed to consider language treatment efficacy, not predictors of treatment response. Increasing research attention to the question of predictors of language treatment response in children with DLD is needed to enhance treatment and optimize outcomes for individual children. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.26170006.
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Affiliation(s)
- Kerry Danahy Ebert
- Department of Speech-Language-Hearing Sciences, University of Minnesota Twin Cities
| | - HaeJi Lee
- Department of Speech-Language-Hearing Sciences, University of Minnesota Twin Cities
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Verganti C, Suttora C, Zuccarini M, Aceti A, Corvaglia L, Bello A, Caselli MC, Guarini A, Sansavini A. Lexical skills and gesture use: A comparison between expressive and receptive/expressive late talkers. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 148:104711. [PMID: 38520885 DOI: 10.1016/j.ridd.2024.104711] [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: 11/30/2023] [Revised: 02/05/2024] [Accepted: 02/22/2024] [Indexed: 03/25/2024]
Abstract
BACKGROUND Studies on late talkers (LTs) highlighted their heterogeneity and the relevance of describing different communicative profiles. AIMS To examine lexical skills and gesture use in expressive (E-LTs) vs. receptive-expressive (R/E-LTs) LTs through a structured task. METHODS AND PROCEDURES Forty-six 30-month-old screened LTs were distinguished into E-LTs (n= 35) and R/E-LTs (n= 11) according to their receptive skills. Lexical skills and gesture use were assessed with a Picture Naming Game by coding answer accuracy (correct, incorrect, no response), modality of expression (spoken, spoken-gestural, gestural), type of gestures (deictic, representational), and spoken-gestural answers' semantic relationship (complementary, equivalent, supplementary). OUTCOMES AND RESULTS R/E-LTs showed lower scores than E-LTs for noun and predicate comprehension with fewer correct answers, and production with fewer correct and incorrect answers, and more no responses. R/E-LTs also exhibited lower scores in spoken answers, representational gestures, and equivalent spoken-gestural answers for noun production and in all spoken and gestural answers for predicate production. CONCLUSIONS AND IMPLICATIONS Findings highlighted more impaired receptive and expressive lexical skills and lower gesture use in R/E-LTs compared to E-LTs, underlying the relevance of assessing both lexical and gestural skills through a structured task, besides parental questionnaires and developmental scales, to describe LTs' communicative profiles.
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Affiliation(s)
- Caterina Verganti
- Department of Psychology "Renzo Canestrari", University of Bologna, Italy.
| | - Chiara Suttora
- Department of Psychology "Renzo Canestrari", University of Bologna, Italy
| | - Mariagrazia Zuccarini
- Department of Education Studies "Giovanni Maria Bertin", University of Bologna, Italy
| | - Arianna Aceti
- Neonatal Intensive Care Unit, IRCCS Azienda Ospedaliero Universitaria Bologna, Italy; Department of Medical and Surgical Sciences, University of Bologna, Italy
| | - Luigi Corvaglia
- Neonatal Intensive Care Unit, IRCCS Azienda Ospedaliero Universitaria Bologna, Italy; Department of Medical and Surgical Sciences, University of Bologna, Italy
| | | | | | - Annalisa Guarini
- Department of Psychology "Renzo Canestrari", University of Bologna, Italy
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Suttora C, Guarini A, Zuccarini M, Aceti A, Corvaglia L, Sansavini A. Integrating Gestures and Words to Communicate in Full-Term and Low-Risk Preterm Late Talkers. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19073918. [PMID: 35409598 PMCID: PMC8997750 DOI: 10.3390/ijerph19073918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 03/10/2022] [Accepted: 03/10/2022] [Indexed: 01/27/2023]
Abstract
Young children use gestures to practice communicative functions that foster their receptive and expressive linguistic skills. Studies investigating the use of gestures by late talkers are limited. This study aimed to investigate the use of gestures and gesture–word combinations and their associations with word comprehension and word and sentence production in late talkers. A further purpose was to examine whether a set of individual and environmental factors accounted for interindividual differences in late talkers’ gesture and gesture–word production. Sixty-one late talkers, including 35 full-term and 26 low-risk preterm children, participated in the study. Parents filled out the Italian short forms of the MacArthur–Bates Communicative Development Inventories (MB–CDI), “Gesture and Words” and “Words and Sentences” when their children were 30-months-old, and they were then invited to participate in a book-sharing session with their child. Children’s gestures and words produced during the book-sharing session were transcribed and coded into CHAT of CHILDES and analyzed with CLAN. Types of spontaneous gestures (pointing and representational gestures) and gesture–word combinations (complementary, equivalent, and supplementary) were coded. Measures of word tokens and MLU were also computed. Correlational analyses documented that children’s use of gesture–word combinations, particularly complementary and supplementary forms, in the book-sharing session was positively associated with linguistic skills both observed during the session (word tokens and MLU) and reported by parents (word comprehension, word production, and sentence production at the MB–CDI). Concerning individual factors, male gender was negatively associated with gesture and gesture–word use, as well as with MB–CDI action/gesture production. In contrast, having a low-risk preterm condition and being later-born were positively associated with the use of gestures and pointing gestures, and having a family history of language and/or learning disorders was positively associated with the use of representational gestures. Furthermore, a low-risk preterm status and a higher cognitive score were positively associated with gesture–word combinations, particularly complementary and supplementary types. With regard to environmental factors, older parental age was negatively associated with late talkers’ use of gestures and pointing gestures. Interindividual differences in late talkers’ gesture and gesture–word production were thus related to several intertwined individual and environmental factors. Among late talkers, use of gestures and gesture–word combinations represents a point of strength promoting receptive and expressive language acquisition.
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Affiliation(s)
- Chiara Suttora
- Department of Psychology "Renzo Canestrari", University of Bologna, 40126 Bologna, Italy
| | - Annalisa Guarini
- Department of Psychology "Renzo Canestrari", University of Bologna, 40126 Bologna, Italy
| | - Mariagrazia Zuccarini
- Department of Educational Sciences, University of Bologna, Via Filippo Re 6, 40126 Bologna, Italy
| | - Arianna Aceti
- Neonatal Intensive Care Unit, IRCCS Azienda Ospedaliero-Universitaria Bologna, Via Massarenti 9, 40138 Bologna, Italy
- Department of Medical and Surgical Sciences, University of Bologna, Via Massarenti 9, 40138 Bologna, Italy
| | - Luigi Corvaglia
- Neonatal Intensive Care Unit, IRCCS Azienda Ospedaliero-Universitaria Bologna, Via Massarenti 9, 40138 Bologna, Italy
- Department of Medical and Surgical Sciences, University of Bologna, Via Massarenti 9, 40138 Bologna, Italy
| | - Alessandra Sansavini
- Department of Psychology "Renzo Canestrari", University of Bologna, 40126 Bologna, Italy
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Sentence Repetition Tasks to Detect and Prevent Language Difficulties: A Scoping Review. CHILDREN-BASEL 2021; 8:children8070578. [PMID: 34356557 PMCID: PMC8305617 DOI: 10.3390/children8070578] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 06/23/2021] [Accepted: 06/29/2021] [Indexed: 11/21/2022]
Abstract
Sentence repetition tasks (SRTs) have been widely used in language development research for decades. In recent years, there has been increasing interest in studying performance in SRTs as a clinical marker for language impairment. What are the characteristics of SRTs? For what purposes have SRTs been used? To what extent have they been used with young children, in different languages, and with different clinical populations? In order to answer these and other questions, we conducted a scoping review. Peer reviewed studies published in indexed scientific journals (2010–2021) were analyzed. A search in different databases yielded 258 studies. Research published in languages other than English or Spanish, adult samples, dissertations, case studies, artificial models, and theoretical publications were excluded. After this exclusion, 203 studies were analyzed. Our results show that most research using SRT were conducted with English monolingual speakers older than 5 years of age; studies with bilingual participants have mostly been published since 2016; and SRTs have been used with several non-typical populations. Research suggests that they are a reliable tool for identifying language difficulties and are specifically suitable for detecting developmental language disorder.
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Whishaw IQ, Burke CJ, Pellis SM. Does play shape hand use skill in rats? Exp Brain Res 2021; 239:1895-1909. [PMID: 33870438 DOI: 10.1007/s00221-021-06097-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2021] [Accepted: 03/22/2021] [Indexed: 11/28/2022]
Abstract
Hand use is a widespread act in many vertebrate lineages and subserves behaviors including locomotion, predation, feeding, nest construction, and grooming. In order to determine whether hand use is similarly used in social behavior, the present paper describes hand use in the social play of rats. In the course of rough and tumble play sessions, rats are found to make as many as twenty different movements a minute with each hand for the purposes of manipulating a partner into a subordinate position or defending against a partner's attack. The hand movements comprise signaling movements of touching, offensive manipulating of a partner to control a play engagement, and defensive hand movements directed toward blocking, pushing and pulling to parry an attack. For signaling, attack and defense, hand movements have a structure that is similar to the structure of hand movements used for other purposes including eating, but in their contact points on an opponent, they are tailored for partner control. Given the time devoted to play by rats, play likely features the social rat behavior with the most extensive use of hand movements. This extensive use of hand movements for social play is discussed in relation to the ubiquity of hand use in adaptive behavior, the evolution of hand use in the play of mammals, and in relation to extending the multifunctional theory of the purposes of play to include the education of skilled hand movements for various adult functions including as feeding.
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Affiliation(s)
- Ian Q Whishaw
- Department of Neuroscience, Canadian Centre for Behavioural Research, University of Lethbridge, Lethbridge, AB, T1K 3M4, Canada.
| | - Candace J Burke
- Department of Neuroscience, Canadian Centre for Behavioural Research, University of Lethbridge, Lethbridge, AB, T1K 3M4, Canada.
| | - Sergio M Pellis
- Department of Neuroscience, Canadian Centre for Behavioural Research, University of Lethbridge, Lethbridge, AB, T1K 3M4, Canada
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Rantalainen K, Paavola-Ruotsalainen L, Alakortes J, Carter AS, Ebeling HE, Kunnari S. Early vocabulary development: Relationships with prelinguistic skills and early social-emotional/behavioral problems and competencies. Infant Behav Dev 2021; 62:101525. [PMID: 33472097 DOI: 10.1016/j.infbeh.2020.101525] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 12/22/2020] [Accepted: 12/22/2020] [Indexed: 11/26/2022]
Abstract
The aim of this longitudinal study was to investigate early vocabulary development and its relationships with prelinguistic communication skills and social-emotional/behavioral (SEB1) problems and competencies. The participants were 58 healthy Finnish-speaking children (30 girls, 28 boys). First, the concurrent relationships were investigated at the age of 18 months. Second, the relationships between prelinguistic communication skills and SEB problems and competencies at 18 months, and subsequent vocabulary scores at 24 and 30 months, were examined. Parental reports on early vocabulary (MacArthur Communicative Developmental Inventories; MCDI), prelinguistic communication skills (The Infant-Toddler Checklist of the Communication and Symbolic Behavior Scales Developmental Profile; ITC), SEB problems and competencies (Brief Infant-Toddler Social and Emotional Assessment; BITSEA) were gathered. Compared to boys, girls scored significantly higher on ITC Speech Composite at 18 months and expressive vocabulary measures at 18, 24, and 30 months. Vocabulary, as well as prelinguistic communication measures, correlated with SEB competencies at 18 months. Furthermore, vocabulary, as well as ITC Symbolic Composite and Total Score, correlated negatively with externalizing problem and SEB Total Problem scores. With regard to subsequent vocabulary development, all of the prelinguistic communication measures at 18 months correlated with vocabulary at 24 and 30 months. However, when accounted for gender and earlier vocabulary, only the associations with ITC Speech Composite and Total Score at 24 months remained significant. SEB Competencies at 18 months correlated positively, while externalizing problems at 18 months correlated negatively with vocabulary at 24 and 30 months, however, these associations did not remain significant, when accounted for gender and earlier vocabulary.
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Affiliation(s)
- Katariina Rantalainen
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland; Sanapolku Oy, Therapy Center, Kouvola, Finland.
| | - Leila Paavola-Ruotsalainen
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland; Attentio Oy, Therapy Center, Oulu, Finland
| | - Jaana Alakortes
- Unit of Child Psychiatry, Health Care Services for Families with Children, Family Services, Kainuu Social and Health Care Joint Authority, Kajaani, Finland; PEDEGO Research Unit, Clinic of Child Psychiatry, University of Oulu, Oulu, Finland
| | - Alice S Carter
- Department of Psychology, University of Massachusetts, Boston, USA
| | - Hanna E Ebeling
- PEDEGO Research Unit, Clinic of Child Psychiatry, University of Oulu, Oulu, Finland
| | - Sari Kunnari
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland
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Doh JH, Kim SA, Oh K, Kim Y, Park N, Park S, Heo NH. The Predictive Value of Language Scales: Bayley Scales of Infant and Toddler Development Third Edition in Correlation With Korean Sequenced Language Scale for Infant. Ann Rehabil Med 2020; 44:378-385. [PMID: 32986945 PMCID: PMC7655223 DOI: 10.5535/arm.19198] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2019] [Accepted: 05/11/2020] [Indexed: 11/23/2022] Open
Abstract
Objective To compare the relationship of the Bayley Scales of Infant and Toddler Development 3rd Edition (K-BSID-III) language score and the Sequenced Language Scale for Infant (SELSI) score and evaluate the sensitivity and specificity of K-BSID-III language score and optimal cutoff value with receiver operator characteristic (ROC) curve analysis in infants and toddlers with delayed language development. Methods A total of 104 children with suspected language developmental delay were included in this retrospective study. Subjects were tested using the K-BSID-III and SELSI and subdivided into several groups according to the severity of language scores. ROC curve analysis was performed to assess K-BSID-III for delayed language development. Results Receptive and expressive language subscales of the K-BSID-III showed markedly significant correlation with the SELSI scores (p<0.001). ROC analysis showed an area under the curve of 0.877 (p<0.001) in SELSI receptive score and 0.935 (p<0.001) in SELSI expressive score. The optimal cutoff value where sensitivity of 85% and specificity of 81% were achieved with the K-BSID-III receptive score was 1.50 (between average and low average) in the SELSI receptive score. The optimal cutoff value where sensitivity of 96% and specificity of 82% were achieved with the K-BSID-III expressive score was also 1.50 in the SELSI expressive score. Conclusion In this study, the correlations between K-BSID-III and SELSI language scores were statistically significant. However, the interpretation should be considered carefully in low average group due to tendency of underestimation of delayed language development.
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Affiliation(s)
- Joung Hyun Doh
- Department of Physical Medicine and Rehabilitation, Soonchunhyang University Cheonan Hospital, Cheonan, Korea
| | - Soo A Kim
- Department of Physical Medicine and Rehabilitation, Soonchunhyang University Cheonan Hospital, Cheonan, Korea
| | - Kiyoung Oh
- Department of Physical Medicine and Rehabilitation, Soonchunhyang University Cheonan Hospital, Cheonan, Korea
| | - Yuntae Kim
- Department of Physical Medicine and Rehabilitation, Soonchunhyang University Cheonan Hospital, Cheonan, Korea
| | - Nodam Park
- Department of Physical Medicine and Rehabilitation, Soonchunhyang University Cheonan Hospital, Cheonan, Korea
| | - Siha Park
- Department of Physical Medicine and Rehabilitation, Soonchunhyang University Cheonan Hospital, Cheonan, Korea
| | - Nam Hun Heo
- Clinical Trial Center, Soonchunhyang University Cheonan Hospital, Cheonan, Korea
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Lüke C, Ritterfeld U, Grimminger A, Rohlfing KJ, Liszkowski U. Integrated Communication System: Gesture and Language Acquisition in Typically Developing Children and Children With LD and DLD. Front Psychol 2020; 11:118. [PMID: 32116924 PMCID: PMC7010863 DOI: 10.3389/fpsyg.2020.00118] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2019] [Accepted: 01/15/2020] [Indexed: 01/21/2023] Open
Abstract
Gesture and language development are strongly connected to each other. Two types of gestures in particular are analyzed regarding their role for language acquisition: pointing and iconic gestures. With the present longitudinal study, the predictive values of index-finger pointing at 12 months and the comprehension of iconic gestures at 3;0 years for later language skills in typically developing (TD) children and in children with a language delay (LD) or developmental language disorder (DLD) are examined. Forty-two monolingual German children and their primary caregivers participated in the study and were followed longitudinally from 1;0 to 6;0 years. Within a total of 14 observation sessions, the gestural and language abilities of the children were measured using standardized as well as ad hoc tests, parent questionnaires and semi-natural interactions between the child and their caregivers. At the age of 2;0 years, 10 of the 42 children were identified as having a LD. The ability to point with the extended index finger at 1;0 year is predictive for language skills at 5;0 and 6;0 years. This predictive effect is mediated by the language skills of the children at 3;0 years. The comprehension of iconic gestures at 3;0 years correlates with index-finger pointing at 1;0 year and also with earlier and later language skills. It mediates the predictive value of index-finger pointing at 1;0 year for grammar skills at 5;0 and 6;0 years. Children with LD develop the ability to understand the iconicity in gestures later than TD children and score lower in language tests until the age of 6;0 years. The language differences between these two groups of children persist partially until the age of 5;0 years even when the two children with manifested DLD within the group of children with LD are excluded from analyses. Beyond that age, no differences in the language skills between children with and without a history of LD are found when children with a manifest DLD are excluded. The findings support the assumption of an integrated speech–gesture communication system, which functions similarly in TD children and children with LD or DLD, but with a time delay.
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Affiliation(s)
- Carina Lüke
- Faculty of Arts and Humanities, Psycholinguistics, Paderborn University, Paderborn, Germany.,Department of Language and Communication, School of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany
| | - Ute Ritterfeld
- Department of Language and Communication, School of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany
| | - Angela Grimminger
- Faculty of Arts and Humanities, Psycholinguistics, Paderborn University, Paderborn, Germany
| | - Katharina J Rohlfing
- Faculty of Arts and Humanities, Psycholinguistics, Paderborn University, Paderborn, Germany
| | - Ulf Liszkowski
- Developmental Psychology, Institute of Psychology, University of Hamburg, Hamburg, Germany
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Morgan L, Delehanty A, Dillon JC, Schatschneider C, Wetherby AM. Measures of Early Social Communication and Vocabulary Production to Predict Language Outcomes at Two and Three Years in Late-Talking Toddlers. EARLY CHILDHOOD RESEARCH QUARTERLY 2020; 51:366-378. [PMID: 32863566 PMCID: PMC7455001 DOI: 10.1016/j.ecresq.2019.12.005] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
BACKGROUND Late talkers are a heterogeneous group of toddlers and reliable predictors of persistent language delay have been elusive. The purpose of this study was to determine the extent to which early social communication and vocabulary production predicted variance in language outcomes at 2 and 3 years of age. METHODS Participants were 408 typically developing and late-talking toddlers who completed the Communication and Symbolic Behavior Scales Caregiver Questionnaire and Behavior Sample (CSBS CQ and CSBS BS) at a mean of 20 months, the Language Development Survey (LDS) at a mean of 24 months, and the Mullen Scales of Early Learning (MSEL) at a mean of 25 months. A subgroup of 198 children completed a second MSEL at 3 years of age. Associations among the LDS, CSBS CQ, CSBS BS, and MSEL were examined using correlational and hierarchical linear regression analyses. Logistic regression was used to examine each measure's contribution to predicting language delay at 2 and 3 years. RESULTS Moderate to large correlations were observed among all variables. The LDS, CSBS CQ, and CSBS BS added unique contributions to the prediction of 2- and 3-year expressive and receptive language outcomes. Measures of speech and vocabulary production were the strongest predictors of language outcomes at age 2. At age 3, social and symbolic communication played a more significant role in accounting for variance in expressive and receptive language outcome. A similar pattern emerged for the categorical prediction of language delay. CONCLUSIONS Measures of social communication between 18-21 months added important information to predicting language outcomes at 2 and 3 years, above and beyond parent-reported expressive vocabulary production measured at 24 months, with small effect sizes overall. Implications for identifying younger children who are at risk for continued language delay and recommendations for referral to early intervention programs are discussed.
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Affiliation(s)
- Lindee Morgan
- Marcus Autism Center, School of Medicine, Department of Pediatrics, Emory University, 1920 Briarcliff Rd., Atlanta, GA 30320
| | - Abigail Delehanty
- Department of Speech-Language Pathology, Duquesne University, Pittsburgh, PA 15282
| | | | | | - Amy M Wetherby
- Autism Institute, College of Medicine, Department of Clinical Sciences, Florida State University, Tallahassee, FL 32312
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Tarvainen S. Oral language comprehension interventions in 1-8-year-old children with language disorders or difficulties: A systematic scoping review. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2020; 5:2396941520946999. [PMID: 36381544 PMCID: PMC9620463 DOI: 10.1177/2396941520946999] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
BACKGROUND AND AIMS The most severe problems in language manifest as difficulties in comprehending oral language. These difficulties are persistent and expose individuals to several risk factors. There is a lack of intervention research in the area of oral language comprehension, and no reviews have focused solely on oral language comprehension interventions in young children. The aim of this review was to identify interventions targeting oral language comprehension in children 8 years or younger with language disorders or difficulties. The review also examined the possible intervention foci, efficacy, and level of evidence of these interventions. METHODS A systematic scoping review of eight databases was carried out. Twenty of 2399 articles met the inclusion criteria and a further six articles were identified through reference lists of sourced articles. These 26 articles described 25 studies. Altogether 2460 children aged 1-8 years participated in the 25 studies. The data from these studies were extracted and analysed, and the intervention foci, efficacy, and level of evidence were evaluated.Main contribution: The reviewed interventions focused on three aspects: modifying the communicative environment of the child; targeting aspects of the child's language; or targeting the child's language processing. Of the included studies, 80% indicated positive effects on participants' oral language comprehension. The level of evidence of the included studies varied. With few exceptions, researchers and practitioners can have moderate confidence in the results of the included studies indicating that it is possible to ameliorate difficulties in oral language comprehension. CONCLUSIONS This review summarises the existing evidence on oral language comprehension interventions in young children with language disorders or difficulties. The evidence base is still limited, and more research is urgently needed. The results suggest that though not all interventions seem to provide desired outcomes, there are several interventions indicating efficacy to target problems in oral language comprehension in 1-8-year-old children with language disorders or difficulties. A careful choice of therapy technique and collaboration with people in the child's environment is required to maximize outcomes.Implications: The results suggest that young children's oral language comprehension skills can be improved by guiding parents and clinicians in their communication strategies, and by clinician-implemented interventions targeting aspects of the child's language. The research on interventions targeting children's language processing is limited, and the results mixed. The present study provides information on different oral language comprehension interventions and their outcomes. The findings are readily applicable for clinical use.
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Affiliation(s)
- Sirpa Tarvainen
- Sirpa Tarvainen, Department of Psychology
and Logopedics, University of Helsinki, Haartmaninkatu 3, Helsinki 00014,
Finland. Emails: ;
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