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Direct linkMargaret Cychosz; Rachel R. Romeo; Jan R. Edwards; Rochelle S. Newman – Developmental Science, 2025
Children learn language by listening to speech from caregivers around them. However, the type and quantity of speech input that children are exposed to change throughout early childhood in ways that are poorly understood due to the small samples (few participants, limited hours of observation) typically available in developmental psychology. Here…
Descriptors: Child Language, Language Acquisition, Young Children, Speech Communication
Angelika Illg; Doris Adams; Anke Lesinski-Schiedat; Thomas Lenarz; Andrej Kral – Journal of Speech, Language, and Hearing Research, 2024
Objectives: The primary aim was to investigate the variability in language development in children aged 5-7.5 years after bilateral cochlear implantation (CI) up to the age of 2 years, and any impact of the age at implantation and additional noncognitive or anatomical disorders at implantation. Design: Data of 84 congenitally deaf children that…
Descriptors: Receptive Language, Language Acquisition, Young Children, Assistive Technology
Haiyi Xiong; Xiao Liu; Feng Yang; Ting Yang; Jinjin Chen; Jie Chen; Tingyu Li – Journal of Autism and Developmental Disorders, 2024
Developmental difference is a common characteristic of autism spectrum disorder (ASD) with unclear sex differences. The current study included 610 children with ASD, aged between 2 and 7 years, with completed language profiles. We used a nonparametric item response theory model called Mokken scale analysis to examine the order of acquisition of…
Descriptors: Autism Spectrum Disorders, Young Children, Language Acquisition, Developmental Disabilities
Thanh Tran Thi Minh; Hien Thi Thu Nguyen; Quang Nhat Nguyen; Thuy Do Thi – British Journal of Special Education, 2024
This study investigates the levels of social language and vocabulary characteristics of three- to six-year-old children with autism in Vietnam. The research is based on analysis of the developmental assessment reports of 151 children with autism, and 42 parents' reports on their children's vocabulary (recorded using the Child Word Inventory form).…
Descriptors: Foreign Countries, Autism Spectrum Disorders, Preschool Children, Young Children
Pamela Filiatrault-Veilleux; Chantal Desmarais; Caroline Bouchard; Breanne Esau; Audette Sylvestre – Journal of Speech, Language, and Hearing Research, 2024
Purpose: Using a longitudinal design, this study aimed to describe inferential comprehension abilities of neglected French-speaking preschool children from 42 to 66 months of age in comparison to non-neglected peers, to examine the association with receptive vocabulary, and to determine whether rates of change in inferential abilities over time…
Descriptors: French, Inferences, Comprehension, Child Neglect
Kyle M. Frost; Anamiguel Pomales-Ramos; Brooke Ingersoll – Journal of Autism and Developmental Disorders, 2024
Joint attention and imitation are thought to facilitate a developmental cascade of language and social communication skills. Delays in developing these skills may affect the quality of children's social interactions and subsequent language development. We examined how responding to joint attention and object imitation skills predicted rate of…
Descriptors: Attention, Autism Spectrum Disorders, Imitation, Predictor Variables
Elena Gandolfi; Giovanna Diotallevi; Paola Viterbori – Journal of Speech, Language, and Hearing Research, 2024
Purpose: This study examined the language and nonverbal inhibitory control skills of Italian monolingual and bilingual typically developing (TD) preschoolers with Italian as their second language and of age-matched monolingual and bilingual peers with developmental language disorder (DLD). Method: Four groups of preschoolers were enrolled: 30 TD…
Descriptors: Morphology (Languages), Inhibition, Monolingualism, Bilingualism
Katherine M. Walton; Alayna R. Borowy; Christopher A. Taylor – Autism: The International Journal of Research and Practice, 2024
Improving social communication is a frequent goal of early autism services. However, it is unclear whether existing models of social communication align with the perspectives and priorities of key stakeholders, including parents, teachers, and expert clinicians. Stakeholder perspectives on social communication characteristics and priorities for…
Descriptors: Autism Spectrum Disorders, Interpersonal Communication, Interpersonal Relationship, Young Children
Audrey A. Rouhandeh; Christine Honsberger; Nathaniel A. Shanok; Erin Brooker Lozott; Tess Levy; Alexander Kolevzon; Joseph D. Buxbaum; Marlene Sotelo; Jennifer Foss-Feig; Paige M. Siper – Journal of Autism and Developmental Disorders, 2024
As early identification of autism improves, there is a critical need for interventions to support the development of social communication skills in toddlers. Caregiver coaching and parental involvement is crucial for improving outcomes and providing children with adequate hours of planned active engagement. This pilot study assessed a 4-week…
Descriptors: Child Caregivers, Intervention, Interpersonal Competence, Communication Skills
Nesrin Isikoglu; Müzeyyen Güzen – Early Child Development and Care, 2024
This study aims to investigate the impact of digital storytelling activities on children's language skills, specifically focusing on expressive, receptive, and narrative abilities, as well as their utilization of technological elements in their stories. The study involved 18 children who were enrolled in a public kindergarten classroom, and it…
Descriptors: Story Telling, Educational Technology, Kindergarten, Young Children
Marjolein Muès; Sarah Schaubroeck; Ellen Demurie; Herbert Roeyers – Autism & Developmental Language Impairments, 2024
Background &aims: Language abilities of autistic children and children at elevated likelihood for autism (EL-siblings) are highly heterogeneous, and many of them develop language deficits. It is as of yet unclear why language abilities of autistic children and EL-siblings vary, although an interaction of multiple influential factors is likely…
Descriptors: Receptive Language, Expressive Language, Autism Spectrum Disorders, Siblings
Download full textKhalid AlMaqrashi; Alia Al-Oweidi – International Education Studies, 2024
The study aimed to reveal the effectiveness of the promoting emergence of advanced knowledge programs in developing language skills among a sample of children with an autism spectrum disorder in Oman. The study adopted the pre-experimental approach of the single experimental group with two pre- and post-measurements. 10 children with autism…
Descriptors: Foreign Countries, Autism Spectrum Disorders, Language Skills, Young Children
Jacob I. Feldman; Varsha Garla; Kacie Dunham; Jennifer E. Markfeld; Sarah M. Bowman; Alexandra J. Golden; Claire Daly; Sophia Kaiser; Nisha Mailapur; Sweeya Raj; Pooja Santapuram; Evan Suzman; Ashley E. Augustine; Aine Muhumuza; Carissa J. Cascio; Kathryn L. Williams; Anne V. Kirby; Bahar Keceli-Kaysili; Tiffany G. Woynaroski – Journal of Autism and Developmental Disorders, 2024
Early differences in sensory responsiveness may contribute to difficulties with communication among autistic children; however, this theory has not been longitudinally assessed in infants at increased familial versus general population-level likelihood for autism (Sibs-autism vs. Sibs-NA) using a comprehensive battery of sensory responsiveness and…
Descriptors: Infants, Autism Spectrum Disorders, Sensory Experience, Siblings
Sarah N. Lang; Shinyoung Jeon; Erin Tebben – Early Education and Development, 2024
Family-program partnerships in early care and education have the potential to influence young children's development through multiple pathways. Guided by the Head Start (HS) Parent, Family, and Community Engagement (PFCE) framework, the current study uses data from the 2014 HS Family and Child Experiences Survey (FACES) to examine the direct, and…
Descriptors: Social Services, Federal Programs, Low Income Students, Family School Relationship
Catherine Davies; Shannon P. Kong; Alexandra Hendry; Nathan Archer; Michelle McGillion; Nayeli Gonzalez-Gomez – Journal of Early Childhood Research, 2024
Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children's…
Descriptors: Educational Benefits, Early Childhood Education, Young Children, Child Development
