Children's speech development begins in infancy. The pattern of this development has been explored in studies over a number of years using a range of research methodology and approaches to investigation. A systematic review of the existing literature was carried out to determine the collective contribution of this literature to our understanding…

Purpose: The purpose of this study was to investigate the time course of vocal development in infants and toddlers with bilateral cochlear implants (CIs; bilateral CI group) who are acquiring Finnish and to compare their progress to that of infants with normal hearing and typical development (TD group). Method: Five thousand nine hundred…

Autism researchers often use mand training paired with direct trial instruction (DTI) as an effective way to increase communication skills for young children with autism. However, these methods often occur in clinical settings. In this case study, we trained a parent to complete a DTI verbal mand intervention with her son with autism. She…

I conducted a descriptive study consisting of 30 preschool participants with and without disabilities to examine the relation between the 3 bidirectional operants. The bidirectional operants were speaker-as-own-listener cusps, which included bidirectional verbal operants between people, bidirectional self-talk conversational units, and…

The purpose of the study was to investigate the effects of verb argument complexity on verb production in individuals with aphasia using a verb-final language. The verb-argument complexity was examined by the number of arguments (1-, 2-, and 3-place) and the types of arguments (unaccusative vs. unergative comparisons). Fifteen Korean-speaking…

An infant's vocal capacity develops significantly during the first year of life. Research suggests early measures of pre-speech development, such as canonical babbling and volubility, can differentiate typical versus disordered development. This study offers a new contribution by comparing early vocal development in 10 infants with Fragile X…

Purpose: A recent approach to identifying early markers of risk for autism spectrum disorder (ASD) has been to study infants who have an older sibling with ASD. These infants are at heightened risk (HR) for ASD and for other developmental difficulties, and even those who do not receive an eventual ASD diagnosis manifest a high degree of…

The purpose of this study was to establish a set of normative data (growth curve and centiles) for the Infant Monitor of vocal Production (IMP) using a representative population of infants with typically developing hearing. A linear mixed effect model and regression was used to derive 'stage-for-age' trajectory and growth centiles from the…

Background: Early intervention for children identified as late talkers (LTs) at the age of 24 months is still a controversial issue in research and clinical routine. Previous studies have shown inconsistent results regarding predictors of early lexical deficits on school-age outcomes of late-talking toddlers. Methods: In a five-wave follow-up…

This paper presents the effects of using digital games on improving language learning in Tanzanian preschools. A gamified learning prototype system was developed for making alphabetical sound articulation more engaging and fun. The study was conducted with twelve preschools in Tanzania. The results revealed that preschoolers' learning performance…

Working memory (WM) impairments might amplify behavioural difference in genetic syndromes. Murine models of Rubinstein-Taybi syndrome (RTS) evidence memory impairments but there is limited research on memory in RTS. Individuals with RTS and typically developing children completed WM tasks, with participants with RTS completing an IQ assessment and…

Cognitive reserve relies on the ability to effectively cope with aging and brain damage by using alternate processes to approach tasks when standard approaches are no longer available. In this study, the issue if creativity can predict cognitive reserve has been explored. Forty participants (mean age: 61 years) filled out: the Cognitive Reserve…

The Early Start Denver Model (ESDM) is an intervention program recommended for pre-schoolers with autism ages 12-48 months. The rationale for this recommendation is the potential for intervention to affect developmental trajectories during early sensitive periods. We investigated outcomes of 32 children aged 18-48 months and 28 children aged…

Auditory-verbal therapy (AVT) is an instructional approach for children with hearing loss (HL) that emphasizes auditory learning. Studies relating to the effectiveness of AVT usually relate to speech and language outcomes of young children receiving AVT. Little is known about outcomes of these children later on, such as academic achievements. The…