scholarly journals Thinking or feeling? An exploratory study of maternal scaffolding, child mental state talk, and emotion understanding in language-impaired and typically developing school-aged children

2017 ◽  
Vol 88 (2) ◽  
pp. 261-283 ◽  
Author(s):  
Nicola Yuill ◽  
Sarah Little
Keyword(s):  
Mental State ◽  
Exploratory Study ◽  
Emotion Understanding ◽  
Typically Developing ◽  
Language Impaired ◽  
School Aged Children ◽  
Maternal Scaffolding ◽  
Mental State Talk

How to Foster Toddlers' Mental-State Talk, Emotion Understanding, and Prosocial Behavior: A Conversation-Based Intervention at Nursery School

Infancy ◽  
2015 ◽  
Vol 21 (2) ◽  
pp. 199-227 ◽  
Author(s):  
Ilaria Grazzani ◽  
Veronica Ornaghi ◽  
Alessia Agliati ◽  
Elisa Brazzelli
Keyword(s):  
Prosocial Behavior ◽  
Mental State ◽  
Nursery School ◽  
Emotion Understanding ◽  
Mental State Talk

Accuracy of Four Language Analysis Procedures Performed Automatically

2001 ◽  
Vol 10 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Steven H. Long ◽  
Ron W. Channell
Keyword(s):  
Automatic Identification ◽  
Published Data ◽  
Typically Developing ◽  
Language Impaired ◽  
Productivity Data ◽  
Language Analysis ◽  
Word Classes ◽  
Human Coder ◽  
Impaired Children ◽  
Metalinguistic Skills

Most software for language analysis has relied on an interaction between the metalinguistic skills of a human coder and the calculating ability of the machine to produce reliable results. However, probabilistic parsing algorithms are now capable of highly accurate and completely automatic identification of grammatical word classes. The program Computerized Profiling combines a probabilistic parser with modules customized to produce four clinical grammatical analyses: MLU, LARSP, IPSyn, and DSS. The accuracy of these analyses was assessed on 69 language samples from typically developing, speech-impaired, and language-impaired children, 2 years 6 months to 7 years 10 months. Values obtained with human coding and by the software alone were compared. Results for all four analyses produced automatically were comparable to published data on the manual interrater reliability of these procedures. Clinical decisions based on cutoff scores and productivity data were little affected by the use of automatic rather than human-generated analyses. These findings bode well for future clinical and research use of automatic language analysis software.

Profiles of Autonomic Activity in Autism Spectrum Disorder with and without Anxiety

2019 ◽  
Author(s):  
Valentina Parma ◽  
Nicola Cellini ◽  
Lisa Guy ◽  
Alana McVey ◽  
Keiran Rump ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Anxiety Disorders ◽  
Physiological Activity ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parasympathetic Activity ◽  
Typically Developing ◽  
Physiological Profile ◽  
School Aged Children ◽  
Advance Research

Objective: Anxiety disorders are common among youth with autism spectrum disorder (ASD). Both anxiety and ASD are associated with differences in physiological activity. To date, few studies have investigated the physiological profile of youth with ASD and even fewer have systematically assessed how the co-occurrence of anxiety disorders and ASD modulates resting physiological activity.Method: The aim of the present study was to evaluate sympathetic and parasympathetic activity at rest in 75 school-aged children and adolescents with ASD, with (ASD+Anxiety = 22, 6F) and without co-occurring anxiety (ASD Alone =15, 6F) and to compare their physiological profile with that of matched typically developing controls (TDC) with (Anxiety Alone = 16, 6F) and without co-occurring anxiety disorders (TDC = 22, 8F).Results: Results indicated reduced sympathetic and parasympathetic activity at rest in ASD as compared to TDC youth without anxiety. The ASD+Anxiety and Anxiety Alone groups showed different sympathetic, but similar parasympathetic, activity. Correlational, multivariate, and regression analyses indicated that the four groups differed among several physiological and subjective measures.Conclusion: These findings suggest that ASD and anxiety are associated with distinct profiles of autonomic nervous system activity that cannot be reduced to either the sympathetic or parasympathetic branch alone. An autonomic profile-based approach is more likely to advance research, diagnosis, and treatment of ASD and anxiety than unidimensional, single-modality approaches.

Familiarity of Speaker Accent on Irish Children’s Performance on a Sentence Comprehension Task

2011 ◽  
Vol 18 (1) ◽  
pp. 1-17
Author(s):  
Claire O’Connor ◽  
Fiona E. Gibbon
Keyword(s):  
Sentence Comprehension ◽  
Clinical Implications ◽  
Syntactic Complexity ◽  
Typically Developing ◽  
Older Children ◽  
School Aged Children ◽  
Comprehension Task ◽  
Computer Based

Objective: This study sought to determine whether children’s performance on a sentence comprehension task is affected when sentences are spoken in an unfamiliar native accent. Method: Fifty typically developing school-aged children living in Southern Ireland (Cork) participated; 25 in a younger group (mean 7;08 years) and 25 in an older group (mean 9;09 years). The children completed a computer-based comprehension task during which 20 sentences were spoken in a Cork accent (familiar) and 20 in a Tyrone accent (unfamiliar). The sentences were matched for syllable length and syntactic complexity. Main results: The younger children made significantly more errors when sentences were spoken in an unfamiliar accent. The older children made a similar number of incorrect responses to both familiar and unfamiliar accents. Conclusion: Younger children’s performance on comprehension tasks may be reduced when sentences are spoken in an unfamiliar accent. Possible explanations and the clinical implications are discussed.

Language Sample Collection and Analysis

1992 ◽  
Vol 35 (2) ◽  
pp. 343-353 ◽  
Author(s):  
Julia L. Evans ◽  
Holly K. Craig
Keyword(s):  
Elementary School ◽  
Language Disorders ◽  
Sample Collection ◽  
Language Impaired ◽  
School Aged Children ◽  
Language Sampling ◽  
Valid Assessment ◽  
Conversational Behaviors ◽  
Assessment Context ◽  
Language Sample

Spontaneous language samples elicited during freeplay and interview contexts were compared for 10 children who were specifically language impaired (SLI). Clinician-child videotaped interactions were analyzed for both structural and conversational behaviors. The results indicated that the interview was a reliable and valid assessment context, eliciting the same profile of behaviors as the freeplay context without altering diagnostic classifications. Most behaviors occurred significantly more often during the interview than during the freeplay context, indicating further that interviews are an efficient language sampling alternative for assessment purposes with elementary school-aged children with language disorders.

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