This study explores whether the quality of parent-child interaction is associated with language abilities cross-sectionally and longitudinally up to preschool-age among children with developmental lan...
Participants were 97 monolingual children with DLD and their parents from the Helsinki Longitudinal SLI study, HelSLI (baseline, age in years;months,...
At baseline, engaged child behavior, parent's supportive guidance, and fluent and attuned dyadic behavior were associated with better receptive language ability, and engaged child behavior and dyadic ...
Fluent and attuned dyadic behavior is associated with better receptive language ability in preschool-age children. Parent behavior alone was not associated with language ability. A connected and mutua...
Developmental Language Disorder (DLD), present in 2 out of every 30 children, affects primarily oral language abilities and development in the absence of associated biomedical conditions. We report th...
Children with developmental language disorder (DLD) show evidence of domain-general deficits in sequentially patterned motor skills. This study focuses on the production of rhythmically grouped sequen...
Fifty-seven 4- to 5-year-old children (36 with DLD) drummed and clapped a developmentally appropriate musical rhythmic sequence 24 times (clapped 12 times, drummed 12 times). The accuracy of rhythmic ...
Children with DLD produced less accurate and more variable rhythmic groupings compared to their typically developing (TD) peers. While the final-position grouping of the sequence was especially vulner...
This study provides novel evidence of a manual rhythmic grouping deficit in DLD, one that is motivated by language-not motor or speech-factors. Cognitive abilities necessary to organize rhythmic event...
https://doi.org/10.23641/asha.24158745....
This study investigated the attentional tendencies of preschool children with developmental language disorder (DLD) and their typical language (TL) peers during a word learning task to examine what vi...
Twelve children with DLD and 12 children with TL completed a novel name extension task in which they selected which of three visual characteristics of referent objects (i.e., movement, color, pattern)...
Children with DLD were systematically different from their TL peers in which visual features of objects they attended to during nonword-novel referent pairings in that they selected movement as the re...
In most cases, word learning involves mapping the auditory signal onto visual information. Identifying what children with DLD naturally attend to when exposed to novel word-novel referent pairings is ...
Sign language, like spoken language, incorporates phonological and articulatory (or motor) processing components. Thus, the learning of novel signs, like novel spoken word forms, may be problematic fo...
Children with DLD (...
Children with DLD showed an increased number of phonological feature (i.e., handshape, path, and orientation of the hands) errors when compared with their typical peers. While articulatory variability...
Deficits that have been documented in phonological organization of spoken words in children with DLD are also evident in the manual domain. Analyses of hand motion variability suggest that children wi...
Adjectives are essential for communication, conceptual development and academic success. However, they are semantically and syntactically complex and can be particularly challenging for children with ...
(1) To provide a supportive and accessible primer on adjectives for practitioners; (2) to explore how the SHAPE CODING...
We synthesise linguistic and psychological research on adjective semantics, clinical insights into DLD and pedagogical practice supporting this population....
We address the lack of specific training in the nature and acquisition of adjectives for speech and language therapists (SLTs) by providing an accessible primer. We also provide an innovative guide de...
Without targeted support for adjective learning, the communicative potential of children with DLD is compromised. Our recommendations can be used across a range of therapeutic and educational contexts...
What is already known on the subject Adjectives are an essential word class needed for effective communication. They are also vital to successfully achieve academic objectives across all curriculum ar...
Current theories of nonword repetition (NWR) impairments for children with Developmental Language Disorder (DLD) are developed predominantly using data from Indo-European languages. Seldom have releva...
Developmental language disorder (DLD) is an underidentified neurodevelopmental disorder that affects, on average, one out of 11 kindergarten-age children (ages 4-6 years). Children with DLD can face a...
Using a two-phase mixed-methods design, we first conducted focus groups to identify potential barriers and facilitators to universal screening. We then used the qualitative data from the first phase t...
Our survey showed moderate levels of agreement with our focus group results. In particular, school personnel showed high levels of support for universal screening for DLD, with interesting interplay a...
Recommendations for incorporating these factors into more useful and applicable collaborative research-based efforts are presented....
https://doi.org/10.23641/asha.23661876....
This study examined the frequency, direction, and structural characteristics of code-switching (CS) during narratives by Spanish-English bilingual children with and without developmental language diso...
Spanish-English bilingual children, aged 4;0-6;11 (years;months), with DLD (...
In analyses examining the contributions of both DLD status and Spanish and English proficiency, the only significant effect of DLD was on the tendency to engage in between-utterance CS; children with ...
These findings reinforce that use of CS, particularly within-utterance CS, is a typical bilingual behavior even during narrative samples collected in a single-language context. However, language diffi...
https://doi.org/10.23641/asha.23479574....
Recent studies of the experiences of caregivers of children with language disorders have suggested that speech-language pathologists (SLPs) are not clearly and effectively providing caregivers with a ...
In this tutorial, the authors review the SPIKES model, used by physicians to structure diagnostic disclosure conversations. Drawing upon research examining caregiver experiences of receiving a range o...
