Socio-Economically Depriving Environments and its Emotional-behavioral Outcomes in Young Children

2012 ◽  
Author(s):  
Nidhi ◽  
Rachna Devi ◽  
Chandra Shkhar
Keyword(s):  
Young Children ◽  
Behavioral Outcomes

Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms

2016 ◽  
Vol 18 (2) ◽  
pp. 204-213 ◽  
Author(s):  
Bryce D. McLeod ◽  
Kevin S. Sutherland ◽  
Ruben G. Martinez ◽  
Maureen A. Conroy ◽  
Patricia A. Snyder ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Behavioral Outcomes ◽  
Social Emotional ◽  
Practice Elements ◽  
Early Childhood Classrooms

scholarly journals Sleep Problems and Their Relationship to Cognitive and Behavioral Outcomes in Young Children with Traumatic Brain Injury

2014 ◽  
Vol 31 (14) ◽  
pp. 1305-1312 ◽  
Author(s):  
Nicole Shay ◽  
Keith O. Yeates ◽  
Nicolay C. Walz ◽  
Terry Stancin ◽  
H. Gerry Taylor ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Young Children ◽  
Sleep Problems ◽  
Behavioral Outcomes

Behavioral Outcomes of Young Children Prenatally Exposed to Illicit Drugs

1994 ◽  
Vol 14 (2) ◽  
pp. 184-216 ◽  
Author(s):  
Judith J. Carta ◽  
George Sideridis ◽  
Phoebe Rinkel ◽  
Suely Guimarães ◽  
Charles Greenwood ◽  
...  
Keyword(s):  
Young Children ◽  
Illicit Drugs ◽  
Behavioral Outcomes ◽  
Prenatally Exposed

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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