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Developmental language delay and it’s relations to later language skills and parent-child interaction

Developmental language delay and it’s relations to later language skills and parent-child interaction. Presentation in 17th EECERA Conference 29.8.-1.9.2007, Prague Marja-Leena Laakso, Professor Department of Educational Sciences Jyväskylä, Finland. Background of the study .

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Developmental language delay and it’s relations to later language skills and parent-child interaction

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  1. Developmental language delay and it’s relations to later language skills and parent-child interaction Presentation in 17th EECERA Conference 29.8.-1.9.2007, Prague Marja-Leena Laakso, Professor Department of Educational Sciences Jyväskylä, Finland

  2. Background of the study • Developmental language delay is one of the most common developmental difficulties among small children (e.g., Pennington, 2002) • Difficulties in early language development have concequencies to various areas of child development (e.g., McCabe, 2005; Paul, 2000) • On the average half of the children who have early difficulties in language catch up later in development (e.g., Paul, 1991; Rescorla &Swartz, 1990, Thal et al., 1991) • Crucial question is the other half! How to find them? How to help them?

  3. Background of the study • There is continuity in communication and language development (e.g., Laakso et al., 1999; McCathren, Warren, & Yoder, 1996; Reddy, 1999) Focus should be in the prelinguistic period, studying the development of early communicational skills • Language development takes place in social context(Bruner,1981; Rescorla & Fechnay, 1996; Vygotsky,1978) Studying quality of parent-child interaction is crucial for both understanding early language delay and for developing ways to overcome difficulties

  4. AIMS OF THE STUDY • To identify very early (12-15 months of age) children who have a risk for difficulties in later language development • To study language and cognitive skills of the at-risk children at the ages of two and three years • To study whether mother-child interaction differentiate children with and without early risk for later language development

  5. Phase I Data collection • Originally 514 parents who had a child between 6 and 24 months filled out the Infant-Toddler Checklists (Wetherby & Prizant, 2002) • In age phases used in this study the number of parents who filled the ITC were: - At 12 months 323 parents filled out the ITC - At 15 months 305 parents filled out the ITC

  6. Phase II Data collection • Children whose parents had filled out the Infant-Toddler Checklists at least in three age phases were invited in individual research sessions • Among the invited were 64 children who had signs of risk development according to prelinguistic skills (ITC) and 79 children who had developed according to normal age range • 143 children participated at the age two and 110 children at the age of three years

  7. Delayed in vocalization and speech: Children who belonged to lowest 15 percentile in vocalization and speech development at the ages of 12 & 15 months N = 24 2. Delayed in communication: Children who belonged to lowest 15 percentile in both social communication and symbolic skills at the ages of 12 and 15 months N = 40 3. Control group children N = 314 Subjects and Research groups

  8. Methods • Children’s Prelinguistic skills (12/15 months) - Infant-Toddler Checklist; Wetherby & Prizant, 2002 • Children’s Cognitive Skills (2 and 3 years) - Bayley Scales of Infant Development II; Bayley, 1993 • Children’s Language skills (2 years) - The MacArthur Communicative Development Inventories, MCDI; Fenson et al., 1994) • Children’s Language skills (3 years) - Boston Naming Test (BNT, Kaplan, Goodlass, & Weintraub, 1983) - Peabody Picture Vocabulary Test; PPVT (Dunn & Dunn,1997)

  9. Parent-child interaction (2 years) Based on 15 minutes recordings of parent-child free play II Frequency codings ofmaternal attention- directing strategies: I Ratings of maternal interactional sensitivitySum of 11 Likert-scale items coded in 4 time points Mother: 1) Maintains child attention by minimal response 2) Directs child’s attention when child is not focused 3) Extends child’s attention and play verbally or otherwise 4) Redirects child attention when it is already focused

  10. RESULT SET I • Cognitive and language skills of thetwo risks groups compared to the control group

  11. Language and cognitive skills of children with early Speechrisk • Differences between the Speech risk and control group were found only in productive vocabulary at 2years of age (MCDI)** • No differences were found in cognitive skills or later language skills between the groups

  12. Language & cognitive skills of children with Broader communication risk • Differences between the control group children and the children with Broader communicational risk were found in the following skills: At two years: - Cognitive development (Bayley)** - Language production (MCDI) ** At three years: - Cognitive development (Bayley)*** - Language production (Boston) ** - Language comprehension (PPVT) (*)

  13. t=-2.71** Social risk 16 Control 14 12 10 8 6 4 2 Boston 3 years 0 t=-1.80(*) PPVT 3 years Cognitive and language skills in children with Broad communication risk t=-2.94** t=-3.61*** Bayley 2 years Bayley 3 years

  14. RESULT SET II • Parent-child interaction in the two risks groups compared to the control group

  15. Parent-child interaction of children with early Speech risk • No differences were found between the children with early Speech risk and the control children in any aspects of parent-child interaction

  16. Parent-child interaction of children with Broader communication risk • Compared to the control group mothers in this risk group: • Maintained theirchildren’s play more ** • Redirected their children’s play more** • Were less sensitive in their interaction** • No differences were found between the groups in how mothers directed or extended their children’s play

  17. RESULT SET III • Relations and predictive significance of parent-child interaction and children’s cognitive and language skills in the whole dataset

  18. Relations between cognitive and language skills and parent-child interaction

  19. Predictive significance of parent-child interaction on cognition and language Three sets of independent variables: Prelinlinguistic skills at 12 months • Social communication • Speech and vocalization • Symbolic skills Parent-child interaction at 24 months • Mother maintais • Mother directs • Mother extends • Mother redirects • Maternal sensitivity Prelinlinguistic skills at 15months • Social communication • Speech and vocalization • Symbolic skills • Dependent variables at 3 years: • Cognitive skills/Bayley • Language production/Boston • Language comprehension/ PPVT

  20. Predicted skill: Cognitive level / Bayley Significant predictors ΔR2 • Symbolic skills 15 months 15% 5% • Speech 12 months 4% • Mother extends 4% • Mother maintains Total R2 = 28% F(4,97)=8.99, p<.001

  21. Predicted skill: Language production / Boston Significant predictors ΔR2 • Symbolic skills 15 months 13% 5% • Speech 15 months 3% • Mother redirects Total R2 = 21% F(3,99)=8.32, p<.001 Predicted skill: Language comp. / PPVT Significant predictors ΔR2 11% • Symbolic skills 15 months Total R2 = 11% F(1,97)=12.01, p<.001

  22. Discussion of the results • Children who are late only in early vocalization and speech appear to catch up with their peers • Children who have a broader risk in early communication tend to show difficulties also later on • There are interactional strategies which seem to be supportive to language development and strategies which predict less optimal developmental outcomes

  23. Implication to… I Further analyses • Study more carefully whether children with broader risk end up with different developmental outcomes depending on maternal interactional quality II Practise • Develop different ways to support parent-child interaction in families with early risk for later difficulties in language development (e.g., Mother-child groups in maternity clinics, intervention studies… )

  24. Thank You for Your Attention!

  25. Methods • Children’s Prelinguistic skills (12/15 months) - Infant-Toddler Checklist - Part of Communication and Symbolic Behavior Scales; CSBS DP (Wetherby & Prizant, 2002) - Questionnaire consisting of 24 items and three scales: 1) Social communication, 2) Speech 3) Symbolic skills • Children’s Cognitive Skills (2 and 3 years) - Bayley Scales of Infant Development II, BSID-II (Bayley, 1993) - Test for infants’ (1-42months) cognitive and motor skills - Consists two scales 1) Mental Scale 2) Motor Scale - Only the mental scale was used in this study

  26. Methods • Children’s Language skills (2 years) • The MacArthur Communicative Development Inventories, Fenson et al., 1994) • Parent report instrument for 8-30 months old children’s vocabulary comprehension and production • Children’s Language skills (3 years) • Boston Naming Test (BNT, Kaplan, Goodlass, & Weintraub, 1983) • Test for children’s productive vocabularies • Peabody Picture Vocabulary Test; PPVT (Dunn & Dunn,1997) • Test for children’s vocabulary comprehension

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