Accelerating early language development with multi-sensory training

This paper reports the outcome of a multi-sensory intervention on infant language skills. A programme titled ‘Rhyming Game and Exercise Club’, which included kinaesthetic–tactile mother–child rhyming games performed in natural joint attention situations, was intended to accelerate Finnish six- to eight-month-old infants’ language development. The participants were 20 infants (10 training group children and 10 control children). Their cognitive skills and both receptive and expressive language skills (Bayley Scales III) were tested three times (pre-, post- and follow-up assessments). The groups differed significantly in receptive language skills at the baseline, in favour of the controls. The results showed that the performance of the training group children in cognition and receptive language increased after the intervention. The training group girls showed more acceleration in receptive language skills than the boys. The results suggested that training consisting of rhyming games and kinaesthetic-tactile stimulation is a useful tool for accelerating early language development and for enriching mother–child interaction.     

Impaired language abilities and pre-linguistic communication skills in a child with a diagnosis of galactosaemia

Variable language outcomes have been reported in children with the metabolic disorder galactosaemia (GAL), but these outcomes do not appear to be related to the severity of symptoms in the neonatal period, compliance with the non-dairy diet, or IQ. Currently, there is no means by which at-risk children with GAL can be identified early to initiate proactive language support. This case–control study aimed to provide preliminary data on pre-linguistic communication skills and current language skill performance in a male school-aged child with the disorder. Although the child's cognitive skills were in the average range, he presented with significantly reduced auditory comprehension skills and reduced skills across a number of pre-linguistic behaviours known to predict subsequent language skill development. The findings suggest that further investigation of early-developing pre-linguistic communication skills in children with GAL is warranted, in particular, prospective monitoring of emergent pre-linguistic communication skills in infants with the disorder.     

Transactional development of parental beliefs and academic skills in primary school

This study examined transactional development of mothers’ beliefs (self-efficacy, success attributions of a child's success to maternal effort) and children's academic skills. Six hundred sixty-eight children and their mothers were evaluated twice: at the beginning of the first grade and at the end of the third grade. Mothers’ beliefs were measured with a modified Teacher Efficacy Scale; math and reading skills were assessed with tests. The results showed that mothers’ self-efficacy was not related to a child's academic skills. Mutual negative relations between attributions of a child's success to maternal effort and children's academic skills were identified. When children's initial skills were low, mothers’ success attributions increased. In turn, mothers’ higher success attributions at the beginning of school predicted children's lower skills at the end of the third grade. Mothers’ higher education was related to their higher self-efficacy and lower success attributions. The findings emphasise the need to educate parents about attributions and the best ways to support their children's academic development.     

Development of a self-report play questionnaire for children aged 5 to 7 years: A preliminary report

A literature review of play assessments for children in preschool and early primary school was found to be limited and inadequate for contemporary standards because the child's view of their play ability had not been evaluated. Therapists could find that the child's view of their play complements other assessments in helping to gauge motivation to therapy and in evaluating change. This paper details the rationale for the development of a self-report questionnaire of play competencies (the Play form), in game form, for 5 to 7 year old children. Play form development procedures included an extensive review of literature, review by expert clinicians, review of children's comment on play topics following trial administrations, and a pilot study to trial the format and content of the questionnaire. Results of the pilot study indicate that further research on the validity and reliability of the Play form is warranted.     

Gender,play, language,and creativity in preschoolers

This study explored the effects of a child's gender and school setting on preschoolers' language abilities (receptive vocabulary), creativity, and social play. The participants were primarily European-American children who spoke English as a primary language (nine children were bilingual), and were from middle income socioeconomic backgrounds. There were 20 girls and 33 boys. Ages ranged from 3.11 to 6.60 years with a mean age of 4.66 years. On separate occasions, children individually completed the Goodenough-Harris Draw-a-Person Test and the Peabody Picture Vocabulary Test-IV. We also recorded the children's social play using Howes and Matheson's [1992. Sequences in the development of competent play with peers: Social and social pretend play. Developmental Psychology, 28, 961–974] scale. We employed a time sampling approach and also notated the area in which the child was playing. We found that gender and school setting influenced children's language abilities and social play. For example, children in the preschool that engaged in pretend play with greater frequency performed well on the receptive vocabulary test. We also found that certain classroom areas generated different types of social play. We discuss the applied value of our findings as these relate to future research.     

Relationship between emergent literacy and early social–emotional development in preschool children from low-income backgrounds

Sixty-one preschool children and their parents and teachers participated in a cross-sectional study of the social–emotional correlates of emergent literacy skills. The children's emergent literacy skills were assessed with the standard language and literacy tests: Expressive Vocabulary Test, Peabody Picture Vocabulary Test (third edition), and Test of Early Reading Ability (third edition). These tests measure oral language (expressive language and receptive language) and print awareness. The children's positive and negative behaviours were measured by the standard behaviour rating scales: the Behavior Assessment System for Children (second edition) and the Devereux Early Childhood Assessment. These behaviours are grouped into four subcategories, namely, externalising behaviour, internalising behaviour, approaches to learning, and interpersonal skills. Results showed a wide range of significant associations between the components of emergent literacy and social–emotional development. Age and sex were found to moderate these significant correlations in different ways. Implications for educational practitioners and suggestions for future research are discussed.     

Parenting Behavior,Mothers' Self-Efficacy Beliefs,and Toddler Performance on the Bayley Scales of Infant Development

The primary objective of this study was to examine parenting self-efficacy as a potential mediator of the effects of competence promoting and inhibiting parenting behavior on toddlers' scores on the Mental Scale of the Bayley. Sixty-eight predominantly middle-class mother-toddler pairs completed self-report questionnaires and toddlers were administered the Bayley Scales of Infant Development (BSID-II). Parental behaviors likely to have a detrimental effect on toddlers' ability to perform effectively on the Mental Scale of the Bayley were associated with lower actual performance by toddlers through mediation by parenting self-efficacy. Specific behaviors incorporated into the Competence Inhibiting composite variable included forceful redirection of the child's attention, ignoring and reinforcing misbehavior, potentially distracting self-conscious behaviors (fidgeting and a shifting body posture), and a pronounced expression of displeasure, anger, and/or frustration in response to the child's task behavior. The effect of ignoring child misbehavior alone was also mediated by self-efficacy. Several additional significant associations were observed among the various indicators of parenting quality, parenting self-efficacy, and toddler scores on the Bayley. Finally, relations between parenting self-efficacy and various forms of parenting behavior differed based on child temperament. Implications of the findings are discussed.     

The impact of maternal post-partum depression on the language development of children at 12 months

Background Language is one of the most important acquisitions made during childhood. Before verbal language, a child develops a range of skills and behaviours that allow the child to acquire all communication skills. Factors such as environmental factors, socio‐economic status and interaction with parents can affect the acquisition of vocabulary in children. Post‐partum depression can negatively affect the first interactions with the child and, consequently, the emotional, social and cognitive development of the child. Objective To analyse the effect of the duration of the mother's depression on the language development of children at 12 months old. Methods This was a longitudinal study. The participants of this study were mothers who had received prenatal care from the Brazilian National System of Public Health in Pelotas city, State of Rio Grande do Sul, Brazil. The mothers were interviewed at two different time points: from 30 to 90 days after delivery and at 12 months after delivery; the children were also evaluated at this later time point. To diagnose maternal depression, we used the Mini International Neuropsychiatric Interview, and to assess child development, we used the language scale of the Bayley Scales of Infant Development III. Results We followed 296 dyads. Maternal depression at both time points (post partum and at 12 months) was significantly associated with the language development of infants at 12 months of age. This impact was accentuated when related to the duration of the disorder. Older women and women with more than two children were more likely to have children with poorer language development, while women who were the primary caregiver had children with higher scores on the language test. Conclusion The findings indicate that maternal age, parity, primary caregiver status and duration of post‐partum depression are associated with the language development of the child.     

Developmental delay in HIV-exposed infants in Harare,Zimbabwe

The aim of this cross-sectional study was to determine the difference in development (cognition; receptive and expressive language; and fine and gross motor) of human immunodeficiency virus (HIV)-exposed infected (HEI) infants with the development of HIV-exposed but uninfected (HEU) infants using the Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III). Sixty infants were enrolled in the study; 32 (53.33%) HEU infants and 28 (46.67%) HEI infants. The two groups were well-matched for infant demographics, anthropometry at birth and maternal demographics. Statistically significant differences were found in anthropometry and development between the HEI and HEU groups. The HEI infants had malnutrition, were stunted and had smaller head circumferences than HEU infants. The BSID-III showed that the mean developmental delay for the HEI group was approximately two months below their mean chronological age for all scales (cognitive; receptive and expressive communication; and fine and gross motor age). The HEI group showed that 64.29% had cognitive delay, 60.71% had language delay and 53.57% had motor delay, all of which were significantly different from the development of the HEU group for all domains (p < 0.001). In addition to using the BSID-III, the majority of mothers were able to correctly indicate whether their child was developing at the same or at a slower rate of development than children of the same age. This study demonstrates that infants who are HIV-exposed and infected are at risk of developmental delay.     

Etxadi–Gangoiti scale: a proposal to evaluate the family contexts of two-year-old children†

This paper makes a proposal for the comprehensive assessment of the family context of children aged two years. It offers an updated resource based on recent research into the assessment of family contexts and their influence on children's psychological development. The proposal explores the following areas: Presence of learning materials; Potential for play; Stimulation of cognitive development; Stimulation of language development; Emotional expressiveness; Setting of limits and optimal frustration; Enhancement of self-esteem and autonomy; Observation of mother–child interactions; Father's involvement; Quality of non-parental care; Relations with the extended family and social support network; Stability of the child's social relationships; Relations with the school; Diversity of experiences; Absence of exposure to conflict; Absence of parental stress; and Quality of the physical context. The areas explored are grouped into three blocks: Stimulation of cognitive and linguistic development; Stimulation of socio-emotional development; and Organisation of the social context and physical environment.     

反馈式家庭干预对婴幼儿语言和认知发育的促进作用

目的 探讨反馈式家庭干预对婴幼儿语言和认知发育的影响, 以及这种干预方式的可行性和家长的接受度。方法 以22名4～30月龄的语言发育正常儿童及其家庭为研究对象。入组后, 对儿童进行为期6个月的反馈式家庭干预, 干预前后应用“贝利婴幼儿发育量表(Bayley Scales of Infant Development-I, BSID)”评估其语言和认知发育, 父母填写反馈问卷。结果 通过为期6个月的家庭干预, 90%以上的家长认为LENA录音容易实施, 不影响其日常生活;在各项干预措施中家长培训对其帮助最大, 其次是LENA录音;经过1个月干预, 22名儿童的成人-儿童对话轮换数较基线提高9%, 前3个月平均增长6%;基线时对话轮换数较低的50%一组, 在干预后1个月和前3个月时分别提高34%和26%。22名婴幼儿的智力发育指数(mental development index, MDI)平均提高19.69±16.91, 差异有高度统计学意义(P<0.001)。结论 反馈式家庭干预有较好的可行性和家长接受度, 并可有效促进正常发育婴幼儿的语言和认知发育。     

The Liverpool brief assessment system for communication skills in the making of doctors

The teaching of clinical communication skills is gaining importance in medical schools. There is a need to design feasible assessments that are credible to faculty, students and the profession. Aim: To design, and assess the reliability and validity of a new communication skills assessment system (the Liverpool Communication Skills Assessment Scale-LCSAS, and the Global Simulated Patient Rating Scale-GSPRS) for employment in OSCEs. Participants: The first three annual intakes of students to the new medical curriculum at Liverpool Medical School (n = 600). Two further sub samples of 1st year (n = 60) and 2nd year students (n = 80) were included for further validation purposes in separate studies. Statistical analysis: Intra class correlation coefficients and generalisability coefficients were employed to assess reliability of the LCSAS and GSPRS. Validity was tested by examining predicted relationships using pearson product moment correlation coefficients. Results and conclusions: The LCSAS and GSPRS showed reasonable evidence for their reliability and validity although further work is recommended.This revised version was published online in October 2005 with corrections to the Cover Date.     

A measure of emerging print knowledge in young children

There is a need for more comprehensive assessments of young children's emerging print knowledge. Traditional letter and numeral identification assessments score children's responses as either correct or incorrect and this approach can underestimate what children know. The present study tested an assessment scale that scored three- and four-year-old children's (N?=?69; M age?=?49.17 months) responses along a continuum from no letter and numeral name knowledge, to using a mix of non-conventional and conventional names, through to full mastery. Compared to traditional scoring, the new scale was more comprehensive because it included more elements of each child's emerging knowledge of letter and numeral identification and was more sensitive to individual differences among children. The emergent print identification scale can be used to inform learning and teaching in the early years classroom and be used in early literacy research.     

Mediators of preschoolers’ early mathematics concepts

The purpose of this study was to extend existing research relative to the predictors of early mathematics skills. Using Vygotskian theory as a framework, our primary goal was to determine whether social skills or letter awareness skills served as better mediators between receptive language and early mathematics concepts. The secondary goal was to examine possible differences in children’s early mathematics, language, letter awareness, and psychosocial skills for two different childcare settings, centre and family childcare. Participants included 109 children (48 girls) all of whom attended out‐of‐home childcare at least 13 hours each week and who would be attending kindergarten the following year. Sixty‐one children were enrolled in out‐of‐home family childcare and 48 in out‐of‐home centre childcare. Relative to our first goal, letter awareness fully mediated between receptive language and early mathematics (Sobel z‐value = 2.92, p = .003). This suggested that when children are able to understand a system of symbols for sounds and if they have sufficient receptive language skills, they are able to understand a system of symbols for number. Teaching early mathematics skills as frequently as letter awareness skills might reinforce more efficient acquisition of both. Relative to our second goal, children in centre‐based care outscored children in home‐based childcare on early mathematics and letter awareness skills. This suggested that some differential trainings for centre childcare providers versus home care providers might be appropriate so as to provide the highest quality environment for both groups of children.     

An Investigation of the Sources of Measurement Error in the Post-Encounter Written Scores from Standardized Patient Examinations

Purpose. Post-encounter written exercises (e.g., patient notes) have been included in clinical skills assessments that use standardized patients. The purpose of this study was to estimate the generalizability of the scores from these written exercises when they are rated by various trained health professionals, including physicians. Method. The patient notes from a 10 station clinical skills examination involving 10 first year emergency medicine residents were analytically scored by four rater groups: three physicians, three nurses, three fourth year medical students, three billing clerks. Generalizability analyses were used to partition the various sources of error variance and derive reliability-like coefficients for each group of raters. Results. The generalizability analyses indicated that case-to-case variability was a major source of error variance in the patient note scores. The variance attributable to the rater or to the rater by examinee interaction was negligible. This finding was consistent across the four rater groups. Generalizability coefficients in excess of 0.80 were achieved for each of the four sets of raters. Physicians did, however, produce the most dependable scores. Conclusion. There is little advantage, from a reliability perspective, in using more than one trained physician, or other health professional who is adequately trained to score the patient note. Measurement error is introduced primarily by case sampling variability. This suggests that, if required, increases in the generalizability of the patient note scores can be made through the addition of cases, and not the addition of raters. This revised version was published online in July 2006 with corrections to the Cover Date.     

Relationship Between Amino Acid and Energy Intake and Long‐Term Growth and Neurodevelopmental Outcomes in Very Low Birth Weight Infants

Background: Inadequate nutrition may contribute to adverse neurodevelopmental and growth outcomes in very low birth weight (VLBW) infants. Materials and Methods: A retrospective cohort study was conducted of infants born weighing <1250 g between 2009 and 2010 in a tertiary neonatal intensive care unit. The aim was to investigate whether there was a correlation between the amount of amino acid and calories received in the first 4 weeks of life and neurodevelopment and growth at 2 years. Results: Parenteral amino acid intake in week 2 of life correlated with higher language and motor scores on the 2‐year Bayley Scales of Infant and Toddler Development Third Edition (Bayley III). Conversely, higher total amino acid intake during week 1 of life (≥1.5 g/kg/d) was associated with a shorter duration of hospitalization, shorter intensive care stay, fewer days receiving mechanical ventilation, fewer days receiving supplemental oxygen, and a lower incidence of chronic lung disease (CLD). Higher caloric intake in the first 4 weeks correlated strongly with shorter duration of hospitalization, shorter intensive care stay, fewer days on the ventilator, and fewer days receiving supplemental oxygen. In patients with CLD, week 1 and 2 parenteral and total amino acid intake correlated with higher cognitive and motor scores on the Bayley III at 2 years old. Weeks 1–4 amino acid and calorie intake correlated with fewer days on the ventilator, fewer days of supplemental oxygen, and fewer days of hospitalization. Conclusion: Amino acid intake within the first weeks of life correlated positively with neurodevelopmental outcomes at 2 years, and patients with CLD were found to be particularly at risk. Caloric intake may affect protein accretion.     

Effect of Maternal Vitamin B12 Supplementation on Cognitive Outcomes in South Indian Children: A Randomized Controlled Clinical Trial

Objectives To examine the effects of oral maternal vitamin B12 supplementation during pregnancy and early lactation on cognitive development in children. Method We studied 218 children born to mothers enrolled in a placebo-controlled, randomized trial of vitamin B12 supplementation during pregnancy through 6 weeks post-partum. Cognitive functions were assessed at 30 months using the Bayley Scales of Infant Development- 3rd edition (BSID III). The association of maternal sociodemographic characteristics, maternal biochemical status during pregnancy, birth weight and home environment with each sub-domain of BSID-III was examined using linear regression analysis. Separate multiple linear regression analyses for each of the BSID-III sub-domains with maternal trimester specific nutritional biomarker status was conducted. Results Children of mothers who received oral vitamin B12 supplementation had significantly higher scores on expressive language compared to children of mothers who received placebo (β?=?0.14, P?=?0.03). Children of mothers with elevated serum total homocysteine (tHcy) in the second and third trimesters of pregnancy had significantly lower scores on expressive language (β?=???0.18, P?=?0.03 and β?=???0.19, P?=?0.02, respectively) and gross motor domains (β?=???0.23, P?=?0.008 and β?=???0.30, P?=?0.001, respectively) of BSID-III adjusted for treatment arm and multiple confounders, compared with children whose mothers did not have elevated tHcy. Conclusions for practice Maternal B12 supplementation during pregnancy was associated with higher expressive language scores in children at 30 months. Elevated maternal tHcy levels during pregnancy had negative associations with expressive language and gross motor domains of BSID-III. Larger trials of maternal B12 supplementation are needed to confirm these findings.

     

Maternal self-efficacy and maternal perception of child language competence in pre-school children with a communication disability

BACKGROUND: The aim of this study was to describe maternal self-efficacy beliefs within the parenting domain and maternal ratings of pre-school children's language abilities, where the child has a communication disability. The association between these two constructs was also investigated. METHOD: Twenty-five mothers completed a questionnaire consisting of two subsections: parental self-efficacy and maternal rating of child language ability. Convenience sampling was used, and mothers with children attending four special-education schools in the Pretoria area consented to participate in the study. RESULTS: The results revealed that mothers generally had high self-efficacy beliefs within certain parenting roles, in spite of the fact that their child has a communication disability. The lowest competence was reported in discipline and teaching roles. In addition, mothers' reports of patterns of child ability correlated with what has been written in the literature. Correlation statistics generally revealed weak association between the constructs, with the strongest association between the parental domain of discipline and maternal reports of their child's receptive language abilities. CONCLUSIONS: Possible reasons for the weak correlation values are proposed. These include factors that may alter the way parents of children with disabilities construct and maintain self-efficacy beliefs; as well as the fact that the two sections of the questionnaire measure maternal appraisals at two very different levels (objective observations and evaluative self-regulatory processes).     

Discrepancies in parent and teacher ratings of low-income preschooler's social skills

Parent–teacher rating discrepancies in rating of children's social skills were examined in a low-income, ethnically diverse preschool sample, using the Social Skills Improvement System-Rating Scales [Gresham, F. M., &; Elliott, S. N. (2008). Social Skills Improvement System – Rating Scales. Minneapolis, MN: Pearson Assessments]. Participants included 663 preschool children (326 male, 336 female, M?=?3.51 years, SD?=?0.50) rated in the Fall of their preschool year. Children were drawn from 68 classrooms in 13 preschool sites. The results indicated that mean parent ratings were significantly greater than mean teacher ratings for the Social Skills Scale. The mean parent–teacher ratings were not significantly different for the Problem Behaviours Scale. Follow-up analyses indicated that parent–teacher ratings differed across six of the seven Social Skills sub-scales. These differences were significantly associated with family income. Implications for parents, teachers, and educational policy are explored.     

The role of parental social class,education and unemployment on child cognitive development

ObjectiveAssessing the association between socioeconomic gradient and cognitive development among children of a Spanish birth cohort aged 5-6 years from a gender perspective.MethodCognitive development was assessed on 525 children aged 5-6 years in the INMA-Valencia cohort, with the Global Cognitive Score (GCS) from McCarthy Scales of Children's Abilities. Information on social class, education level and employment was collected for both parents in addition to other sociodemographic factors, parental, family and child characteristics. The relationship between maternal and paternal socioeconomic gradient and cognitive development was assessed by linear regressions and comparing the variance explained by each indicator measured in the mother and father.ResultsMaternal socioeconomic gradient indicators explained more variance on GCS than paternal. Maternal education and paternal social class had an important individual effect that stayed after adjusting by other parental, child and family determinants. In the multivariable analysis, maternal education, age and intelligence, paternal social class and the child's age and sex were significantly associated with cognitive development.ConclusionsDiverse socioeconomic gradient factors have an important influence on cognitive development, maternal education being the strongest determinant. Policies should be implemented to mitigate the negative effects of this gradient on child development.