Effect of Adult Continuing Wh-Questions on Conversational Participation in Children With Developmental Disabilities

1994 ◽  
Vol 37 (1) ◽  
pp. 193-204 ◽  
Author(s):  
Paul J. Yoder ◽  
Betty Davies ◽  
Kerri Bishop ◽  
Leslie Munson
Keyword(s):  
Experimental Study ◽  
Developmental Disabilities ◽  
Developmental Delays ◽  
Language Ability ◽  
Clinical Implications ◽  
Single Word ◽  
Language Level ◽  
Wh Questions ◽  
Word Versus ◽  
Children With Developmental Disabilities

Children with developmental disabilities often converse less frequently than their developmentally matched peers. This low conversational participation can cause problems for the children’s future language and discourse development. The purpose of this experimental study was to test the hypothesis that adult topic-continuing wh-questions would elicit topic continuations in children with relatively low language ability, but not in children with relatively high language ability. Twenty-three children with developmental delays interacted with an adult who conducted two play sessions. In each session, the adult used a different interaction style. The two styles differed in the adult’s use of topic-continuing wh-questions. Results indicate that adult use of topic-continuing wh-questions supported the use of child continuations in children at all language levels. The type of continuations (single word versus multiword) that were elicited depended on the language level of the children. Clinical implications are discussed.

scholarly journals DIFFICULTIES FACED BY FAMILIES WITH CHILDREN WITH DEVELOPMENTAL DISABILITIES AND THEIR NEEDS FOR SOCIAL SERVICES IN HO CHI MINH CITY

2012 ◽  
Vol 15 (4) ◽  
pp. 79-86
Author(s):  
Nga Hanh Do
Keyword(s):  
Developmental Disabilities ◽  
Social Workers ◽  
Social Services ◽  
Developmental Delays ◽  
Ho Chi Minh City ◽  
Handicapped Children ◽  
Specialized Schools ◽  
Families With Children ◽  
The City ◽  
Children With Developmental Disabilities

This paper analyzes difficulties of families with handicapped children and their needs for social services. The data collected from 105 parents of children with developmental disabilities attending specialized schools in the city revealed the time they discovered signs of their children's developmental delays, difficult familial problems after the discovery, and the desire to be supported by the society. Survey outcomes showed parents’ lack of knowledge about signs of child developmental delay, shortage of social workers to assist them in the early detection, diagnosis and assessments of their child's disability, as well as to help parents look for social services; thereby, proposing some tasks to be fulfilled by social workers to support families with child developmental disabilities.

Patterns of Cognition, Communication, and Adaptive Behavior in Children With Developmental Disabilities

2021 ◽  
Vol 126 (4) ◽  
pp. 324-340
Author(s):  
Phebe Albert ◽  
MaryAnn Romski ◽  
Rose A. Sevcik ◽  
Robin D. Morris
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Adaptive Behavior ◽  
Developmental Delays ◽  
Adaptive Functioning ◽  
Expressive Language ◽  
Adaptive Skills ◽  
Developmental Domains ◽  
Caregiver Report ◽  
Children With Developmental Disabilities

Abstract Young children with developmental disabilities (DD) exhibit a range of strengths and weaknesses in cognitive, language, and adaptive skills. Identifying individual patterns of abilities across these domains is important for informing interventions. This study examines how 129 toddlers with significant developmental delays and less than 10 spoken words perform across different developmental domains and assessment methods (i.e., caregiver report and clinician-administered tests). Children exhibited statistically and clinically meaningful strengths and weaknesses across developmental domains, which may have important implications for differential interventions. Caregiver-reported and clinician-rated measures of cognition, language and adaptive functioning were highly related. However, the relation between caregiver report and clinician ratings was weaker for a subgroup of children with relatively more limited expressive language compared to other children in the sample.

scholarly journals The Effects of Shared e-Book Reading With Dynamic Text and Speech Output on the Single-Word Reading Skills of Young Children With Developmental Disabilities

2020 ◽  
pp. 1-10
Author(s):  
Susannah Boyle ◽  
David McNaughton ◽  
Janice Light ◽  
Salena Babb ◽  
Shelley E. Chapin
Keyword(s):  
Developmental Disabilities ◽  
Reading Skills ◽  
Word Reading ◽  
Shared Reading ◽  
Book Reading ◽  
Single Word ◽  
Speech Output ◽  
Single Word Reading ◽  
Reading Activities ◽  
Children With Developmental Disabilities

Purpose This study investigated the use of a new software feature, namely, dynamic text with speech output, on the acquisition of single-word reading skills by six children with developmental disabilities during shared e-book reading experiences with six typically developing peers. Method A single-subject, multiple-probe design across participants was used to evaluate the effects of the software intervention. Six children with developmental delays were the primary focus for intervention, while six children with typical development participated as peer partners in intervention activities. e-Books were created with the new software feature, in which a child selects a picture from the e-book and the written word is presented dynamically and then spoken out. These e-books were then used in shared reading activities with dyads including a child with a disability and a peer with typical development. Participants engaged in the shared reading activity for an average of 13 sessions over a 6-week time period, an average of 65 min of intervention for each dyad. Results Participants with disabilities acquired an average of 73% of the words to which they were exposed, a gain of 4.3 words above the baseline average of 1.7 correct responses. The average effect size (Tau-U) was .94, evidence of a very large effect. Conclusion The results provide evidence that the use of e-books with the dynamic text and speech output feature during inclusive shared reading activities can be an effective and socially valid method to develop the single-word reading skills of young children with developmental disabilities.

Sign in / Sign up

Export Citation Format

Share Document