The effects of parental interaction on French-English bilingual infants’ vocalization and turn-taking rates

Katherine Xu; Adrial J. Orena; Yufang Ruan; Linda Polka

doi:10.1121/1.5101466

Developmental changes and effects of parental interaction on French-English bilingual infants' vocalization rates

The Journal of the Acoustical Society of America ◽

10.1121/1.5146939 ◽

2020 ◽

Vol 148 (4) ◽

pp. 2501-2501

Author(s):

Katherine Xu ◽

Adriel J. Orena ◽

Yufang Ruan ◽

Linda Polka

Keyword(s):

Developmental Changes ◽

English Bilingual ◽

Parental Interaction

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A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-17-0305 ◽

2019 ◽

Vol 62 (9) ◽

pp. 3397-3412

Author(s):

Michelle I. Brown ◽

David Trembath ◽

Marleen F. Westerveld ◽

Gail T. Gillon

Keyword(s):

Hearing Loss ◽

Pilot Study ◽

Visual Analysis ◽

Single Case ◽

Eye Contact ◽

Preliminary Evidence ◽

Storybook Reading ◽

Book Selection ◽

Turn Taking ◽

Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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An Introductory Examination of Speech Disfluencies in Spanish–English Bilingual Children Who Do and Do Not Stutter During Narratives

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00040 ◽

2020 ◽

Vol 5 (1) ◽

pp. 131-141

Author(s):

Cristina Rincon ◽

Kia Noelle Johnson ◽

Courtney Byrd

Keyword(s):

Diagnostic Criteria ◽

Preliminary Data ◽

Diagnostic Information ◽

English Speakers ◽

Bilingual Children ◽

English Bilingual ◽

Developmental Stuttering ◽

Mean Length Of Utterance

Purpose The purpose of this study is to examine the frequency and type of speech disfluencies (stuttering-like and nonstuttering-like) in bilingual Spanish–English (SE) children who stutter (CWS) to SE children who do not stutter (CWNS) during narrative samples elicited in Spanish and English to provide further diagnostic information for this population and preliminary data toward an expansion of this study. Method Participants included six bilingual SE children (three CWS, three CWNS) ranging in age from 5 years to 7;5 (years;months) and recruited from the surrounding Houston, Texas area. Participants provided a narrative sample in English and Spanish. The frequency of speech disfluencies was tabulated, and mean length of utterance was measured for each sample. Results Results indicate that both talker groups exceed the diagnostic criteria typically used for developmental stuttering. Regardless of the language being spoken, CWS participants had a frequency of stuttering-like speech disfluencies that met or exceeded the diagnostic criteria for developmental stuttering that is based on monolingual English speakers. The CWNS participants varied in meeting the criteria depending on the language being spoken, with one of the three CWNS exceeding the criteria in both languages and one exceeding the criteria for percentage of stuttering-like speech disfluencies in one language. Conclusion Findings from this study contribute to the development of more appropriate diagnostic criteria for bilingual SE-speaking children to aid in the reduction of misdiagnoses of stuttering in this population.

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Engaging Undergraduate Students in Child Language Research

Perspectives on Issues in Higher Education ◽

10.1044/aihe17.1.4 ◽

2014 ◽

Vol 17 (1) ◽

pp. 4-16

Author(s):

Jade H. Coston ◽

Corine Myers-Jennings

Keyword(s):

Undergraduate Students ◽

Student Growth ◽

Process Data ◽

Research Knowledge ◽

Research Dissemination ◽

Language Sampling ◽

Language Research ◽

Language Sample Analysis ◽

Turn Taking ◽

Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

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