The role of adult-child play in language development

1980 ◽  
Vol 1980 (9) ◽  
pp. 33-48 ◽  
Author(s):  
Jacqueline Sachs
Keyword(s):  
Language Development ◽  
Adult Child ◽  
Child Play

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

Introduction: Kinship Bereavement in Later Life

1997 ◽  
Vol 35 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Brian De Vries
Keyword(s):  
Adult Child ◽  
Later Life ◽  
Short Term ◽  
Traumatic Grief ◽  
Death Of A Parent ◽  
De Vries ◽  
Longitudinal Effects ◽  
Analysis Of Variation

This article introduces a volume devoted to the examination of later-life bereavement: an analysis of variation in cause, course, and consequence. Six articles address and represent this variation and comprise this volume: 1) Prigerson et al. present case histories of the traumatic grief of spouses; 2) Hays et al. highlight the bereavement experiences of siblings in contrast to those spouses and friends; 3) Moss et al. address the role of gender in middle-aged children's responses to parent death; 4) Bower focuses on the language adopted by these adult children in accepting the death of a parent; 5) de Vries et al. explore the long-term, longitudinal effects on the psychological and somatic functioning of parents following the death of an adult child; and 6) Fry presents the short-term and longitudinal reactions of grandparents to the death of a grandchild. A concluding article is offered by de Vries stressing both the unique and common features of these varied bereavement experiences touching on some of the empirical issues and suggesting potential implications and applications.

The Role of Preschool Peers in Children's Language Development

2021 ◽  
Vol 42 (02) ◽  
pp. 088-100
Author(s):  
Kelly M. Purtell ◽  
Arya Ansari ◽  
Qingqing Yang ◽  
Caroline P. Bartholomew
Keyword(s):  
Language Development ◽  
Research Policy ◽  
The United States ◽  
Learning And Development ◽  
Policy And Practice ◽  
Preschool Classrooms ◽  
Early Language Development ◽  
Maximum Benefit ◽  
Recent Attention

AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

The acquisition of routines in child language

1976 ◽  
Vol 5 (2) ◽  
pp. 129-136 ◽  
Author(s):  
Jean Berko Gleason ◽  
Sandra Weintraub
Keyword(s):  
Language Development ◽  
Social Factors ◽  
Child Language ◽  
Ethnographic Research ◽  
Age Changes ◽  
Adult Participation ◽  
Parental Input

ABSTRACTThe acquisition of routines is one aspect of language development. Routines such as Bye-bye, in contrast to more referential language, appear to be among the earliest acquisitions and are congruent with the sensori-motor child's capacities. This study investigates performance of the highly constrained Hallowe'en Trick or treat routine in 115 children from 2 to 16 years of age. Changes in competence and the role of parental input are examined in relation to cognitive and social factors. (First routines; the Hallowe'en interaction; children's production; adult participation; adult metalanguage; implications for ethnographic research.)

scholarly journals Exploring the role of auditory analysis in atypical compared to typical language development

2014 ◽  
Vol 308 ◽  
pp. 129-140 ◽  
Author(s):  
Manon Grube ◽  
Freya E. Cooper ◽  
Sukhbinder Kumar ◽  
Tom Kelly ◽  
Timothy D. Griffiths
Keyword(s):  
Language Development ◽  
Auditory Analysis

Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

2021 ◽  
Vol 42 (04) ◽  
pp. 318-329
Author(s):  
Marie Moore Channell ◽  
Rebekah Bosley
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Mental State ◽  
Social Communication ◽  
School Age Children ◽  
School Age ◽  
Children With Down Syndrome ◽  
Mental State Language ◽  
State Language

AbstractChildren with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

Parents' Perceptions about the Role of Hearing in the Development of Language and Speech in Children

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Shukrije Baruti ◽  
Keyword(s):  
High Schools ◽  
Language Development ◽  
Primary Schools ◽  
Hearing Impairments ◽  
Development Of Language

The purpose of this research was to understand the perceptions of parents on the difficulties of children in language development and speech when they also have hearing impairments. The research focused on three cities in Kosovo, Gjilan, Prishtina and Prizren. Respondents of this research are 60 parents of children with hearing impairments, of the mentioned high schools. The questionnaire measured the opinions of parents regarding the topic we have for research, primary schools in the municipalities of Gjilan, Pristina and Prizren that are participants in this research. This questionnaire included 29 questions. In conclusion, it is understood that the lower the level of hearing in children, the lower is the development of language and speech in children, p <0.01, r = -531 **.

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