Children's Communication Research Articles

Characteristics of adult children with autism and caregiver burden

AbstractObjectiveThis study's purpose was to determine if parental perceptions of their adult children's communication, behavior, and socialization skills were significantly associated with caregiver burden after controlling for income and age of the child with an autism spectrum disorder (ASD).BackgroundMost parents provide support to their children with ASD across the lifespan. This study focused on informing knowledge gaps in caregiving literature in determining which ASD characteristics contribute to caregiver burden.MethodData gathered from 320 parents of adult children with ASD were used to conduct regression analysis to understand how caregiver burden was influenced by three core characteristics of ASD while controlling for age and income.ResultsBehavior of the adult child predicted caregiver burden and its four types, whereas communication predicted time dependence burden. Caregivers with higher income reported less total and developmental burden and those with older children reported less time dependence burden.ConclusionFindings demonstrate that behavioral challenges of an adult child with ASD contribute significantly to the parental perceptions of caregiver burden, warranting support for aging parents.ImplicationsProfessionals should be encouraged and supported to provide services to parents who support their adult children with decreased communication abilities, behavioral, and/or socialization challenges daily.

Validating the RISE Communication Play Protocol as a Diagnostic Tool for Autism in Early Childhood: A Pilot Study.

There are few validated remote tools that can be used to assess for autism and to capture subtle changes in children's social communication over time. Recently, user-centered design principles were applied to develop a parent-mediated remote assessment, the Reciprocal Imitation and Social Engagement Child Play Protocol (RISE CPP) to enable researchers to capture micro-level behaviors in children, while promoting useability for researchers and families, reducing caregiver burden, and maintaining reliability. This paper describes a pilot study to validate the RISE CPP as a tool to support clinician diagnosis of autism. Thirty-eight caregiver-child dyads (24-41months, M = 34, SD = 4; 86% male) completed a remote parent-mediated assessment at home (RISE CPP) and an in-lab clinician-led assessment (Autism Diagnostic Observation Schedule; ADOS-2). Independent clinician diagnosis based on observations across the remote and in-lab assessments showed agreement for all but one child (K = .89). Clinicians completing in-person and remote assessments reported similar levels of confidence in their diagnoses, t(37) = 0.93, p = .36, d = .15. Mixed-methods analysis revealed unique benefits and challenges to the remote and in-person assessments and suggested that both assessments were acceptable to caregivers. Results provide preliminary support for the RISE CPP as a diagnostic tool. The remote administration may increase equity for clinical and research diagnostic assessments among families who are traditionally underserved and underrepresented in research.

Walking meetings in a modern institution of preschool education

In the article, the author examines the actual problem of the influence of distance learning on preschool children in Ukraine, especially in the conditions of modern social and political challenges. It is noted that the isolation caused by distance education has a negative impact on the development of children's social and communication skills, because they lack live communication with peers and teachers. The author emphasizes the importance of implementing innovative pedagogical approaches, among which walking meetings occupy a key place. They help compensate for the lack of physical activity and socialization during distance learning. Walking meetings are based on the pedagogical concepts of such outstanding educational scientists as V. Sukhomlynskyi, J. Dewey, R. Steiner, L. Berezivska, O. Petrenko, who emphasized the importance of contact with nature for the comprehensive development of a child. Interaction with the natural environment contributes not only to physical health, but also to the development of cognitive processes, social skills, and emotional stability. Thus, walking meetings in the conditions of distance education for preschool children become an important component of the educational process, as they not only support their physical activity, but also contribute to harmonious development, compensating for the lack of communication. In addition, walking meetings have an important socio-pedagogical role, as they contribute to the formation of partnership relations between teachers and parents. This interaction makes it possible to create a more effective model of education that meets the modern challenges and needs of children. Creating such learning and upbringing conditions that take into account both academic requirements and emotional needs of children is critically important for their harmonious development in the modern world. This approach avoids overload and stress while maintaining a healthy balance between learning and emotional well-being. Integrating walking meetings and other innovative methods into the learning process helps children develop important social and communication skills while maintaining their physical and mental balance. This creates a favorable educational environment where the child can feel protected, supported and motivated to learn, which contributes to his holistic development.

Spiritual development of preschool children is the main task of the teacher

The research identifies the main spiritual values of a preschooler: attitude towards oneself, family, elders, folk traditions, work, nature, love for the Motherland, etc. These values help the child become a part of the society in which he or she is brought up. The very concept of spirituality has complex, multicomponent interpretations of philosophical, psychological, and pedagogical orientation, which is why teachers and parents do not clearly understand it, and therefore the practice of forming the spiritual potential of a preschooler's personality often results in a tendency to reduce the formation of spirituality to the introduction of children to religious traditions, which is a one-sided approach. The purpose of a teacher's work in spiritual education of preschoolers is to teach a child to live among people, following certain norms and rules, i.e. to promote the child's adaptation in modern society. Therefore, this study will help the teacher to understand whether the tasks of spiritual education are being realized through forms of work that are natural and accessible to preschool children: the formation of the concepts of “good”, “evil”, “beauty”, etc. The importance of at least periodically involving children in “live” communication with peers and adults is emphasized, especially during war or military conflicts, when distance or blended learning become the main forms of education, so that the teacher can develop the child's communication skills. At such times, communication with children comes to the fore. It is important for children that the teacher hears their thoughts, questions, and feelings. It is also important for children that adults share their thoughts, feelings, and questions with them. Various forms of educational work with children are proposed. These forms and methods will help educators to develop skills of creativity, communication, critical thinking, teamwork (4k) as the basis of spiritual and intellectual upbringing and teaching of a child. The use of these forms in upbringing work helps children gain confidence, understand, and comprehend (through the images of literary characters) the need for kindness and mercy, the ability to forgive and love. Indirectly, children learn the basic Christian commandments, which will become the basis for further spiritual and moral formation of the individual.

Early Years Practitioners' and Public Health Consultants' Perspectives on the Use of Interactive Electronic Devices in Young Children: A Qualitative Study.

Interactive electronic devices (IEDs) are ubiquitous in young children's lives. However, research on their impact on learning and development is still limited. The aim of this study was to understand the perspectives of early years practitioners (EYPs) and public health consultants (PHCs) on the use of IEDs in children aged 3-5. Using purposive sampling techniques, we recruited four EYPs and two PHCs from children's nurseries and a government organisation in the northwest of England. Semi-structured interviews were used to collect data, which were audio-recorded, transcribed verbatim and anonymised. Data were analysed using reflective thematic analysis. EYPs and PHCs noted that although IEDs could negatively impact child development and behaviour, they could also aid in learning. EYPs expressed concerns about the impact of parents' own IED habits on children's communication and social skills. On the other hand, PHCs stressed that substituting outdoor play with the use of these devices could affect children's social and physical skills and reduce physical activity levels, which are crucial for development. Finally, both EYPs and PHCs agreed that there was a need to improve parents' and EYP's knowledge and to develop interactive interventions to promote an understanding of how IEDs should be used with young children. EYPs and PHCs acknowledge the potential advantages of using IEDs as a teaching tool for children. However, they have concerns about the long-term effects on communication, social and physical skills and how children are impacted by their parents' use of these devices. To support policy statements, future research should offer further evidence of the benefits and harms of IED use.

EFFECTIVENESS OF ROLE PLAY IN IMPROVING COMMUNICATION COMPETENCE OF PRESCHOOL CHILDREN

The purpose of the study was to comprehensively analyse and measure the effectiveness of the role-play method in improving preschool children's communication competence. in the development of social and academic skills, communicating effectively is not just about conveying wishes, but also forms the foundation of complex social interactions helping preschool children to build positive relationships with peers, teachers, and the surrounding environment, Role play is a highly effective method of improving preschool children's communication competence. By integrating this approach into the educational curriculum, educators can provide rich and immersive learning experiences that support children's social, emotional and cognitive developmenThe research methodology used a quasi-experimental approach with a non-equivalent control group design. The research subjects were 25 preschool children who were selected by purposive sampling. The research instruments used included communication competence observation sheets, interview guidelines, and documentation that had been validated by early childhood education experts. Data analysis used paired sample t-test and independent sample t-test statistical tests with a significance level of 5%,, Role play is a highly effective method of improving preschool children's communication competence. By integrating this approach into the educational curriculum, educators can provide rich and immersive learning experiences that support children's social, emotional and cognitive development

Leveraging visual media to improve articulation skills in children with hearing impairments

Background: Early childhood is a critical period for language and communication development. Deaf children often face significant challenges in acquiring articulation skills due to hearing impairments, which impact their ability to communicate effectively. Despite various interventions, there remains a need for effective, evidence-based strategies to support these skills.Aim: This study aims to evaluate the effectiveness of picture media in improving articulation skills in children with hearing impairments. By focusing on articulation rather than broader language skills, this research addresses a gap in existing literature.Method: A qualitative approach was employed, involving observations, interviews, and documentation to collect data over six months. The study analyzed changes in articulation skills in a deaf child before and after interventions using picture media. Instruments included standardized articulation tests and feedback from parents and teachers.Result: Findings reveal that picture media significantly enhance articulation skills, enabling children to associate sounds with visual cues effectively. Specific improvements were observed in the pronunciation of vowels and consonants, with gradual progress in constructing syllables and words. Unlike prior studies that primarily explore vocabulary development or general communication in deaf children, this research uniquely focuses on the direct impact of picture media on articulation skills. The study offers evidence-based insights for developing targeted educational interventions for children with hearing impairments.Conclusion: This study confirms the importance of using visual media, especially pictures, in the learning of children with hearing loss. This approach is not only effective in improving articulation skills but also supports children's optimal communication potential. Thus, picture media can be an important tool in inclusive education for deaf children.

The Application of Storytelling Techniques for Increasing Speaking Interest in Children with Speech Delay at TK Santhi Yasa Kumara Gianyar

The purpose of this study is to investigate how storytelling techniques can be used to help children with speech delays at TK Santhi Yasa Kumara in Gianyar improve their speech abilities. Speech delay is a common issue affecting children's communication development, often leading to difficulties in social interactions, academic performance, and overall language acquisition. The study aims to explore how storytelling can be integrated into early childhood education practices to address this issue. The research employs a qualitative phenomenological approach to gain in-depth insights into the experiences of children, teachers, and parents in using storytelling to improve speech development. Data was collected through direct observations of storytelling sessions, semi-structured interviews with teachers and parents, and analysis of curriculum documents. Storytelling was chosen due to its potential to engage children, promote active listening, and encourage verbal expression through interactive narratives. The findings indicate that storytelling techniques, when used consistently and with strong support from both families and the school community, significantly enhance the speech abilities of children with speech delays. Specifically, children showed improvements in vocabulary, sentence structure, and overall communication skills. The research concludes that storytelling is an effective tool for supporting children with speech delays, and recommends its integration into daily teaching practices, with ongoing involvement from families, to maximize its impact on speech development.

Three- but not 2-year-olds misinform others spontaneously in an interaction-based task.

One-year-olds spontaneously inform others, but less is known about the emergence of spontaneous misinforming. The current study investigated whether young children who spontaneously inform ignorant others also deliberately misinform others in matched uninstructed interactions. Conceptually, misinforming provides a convincing case for interaction-based, implicit false belief understanding. In a simplified, anticipatory and interactive paradigm, a protagonist puppet played with the child and an object and then hid the object in one of two boxes. When the protagonist was temporarily absent, either her friend or a competitor puppet searched for the hidden object. Children spontaneously joined the play and helped or hindered by informing or misinforming the puppets. Experiment 1 revealed that 2-year-olds spontaneously informed the friend. However, they did not selectively misinform the competitor. In order to exclude methodological biases and replicate previous findings, Experiment 2 tested 3-year-olds, confirming skills for spontaneous misinforming with the same paradigm. Findings reveal that informing, but not misinforming, is part of younger children's early spontaneous communication, which suggests a conceptual distinction in the use of communication and casts doubts on an interactive use of false belief understanding in early interactions.

Communication Disorders Essentials for Parents

Between September and December 2023, Babylonia collected questions from parents regarding their children’s language development. This article aims to answer the following questions: What are some red flags for potential communication disorder? How can I foster strong communication skills in children with communication disorders? How can I differentiate between language difficulties and learning difficulties? What resources or therapies are there for children with language delays? What are signs of language delay or disorder? [Summary generated by Claude-3-Haiku-200k - we refer the reader to the full article in PDF format for a complete response] This article provides essential information to parents about communication disorders in children. It answers key questions, such as the revealing signs of potential disorders, the differentiation between language difficulties and learning disorders, and the available resources/therapies. Communication disorders can take various forms and affect up to one-quarter of children under 5 years old. They may manifest as language delays or articulation disorders and are often linked to risk factors such as prematurity, low birth weight, or genetic disorders. Known developmental milestones help identify early signs of difficulties, such as lack of reactivity or babbling before 12 months. Language delays, grammatical errors, reduced intelligibility, or limited social interactions in young children can also be warning signals. Differentiating between language difficulties and learning disorders relies on specific characteristics. Speech sound disorders, language delays, and developmental language disorder are distinct categories that may coexist with specific learning disorders like dyslexia or dyscalculia. Parents play a crucial role in supporting their child's communication development. Strategies like social object play, following interests, or narrating actions can enhance language skills in a positive and stimulating environment. Professional resources are also available for children with confirmed delays or disorders. In conclusion, this article provides parents with important guidelines to identify early signs of difficulties and implement appropriate support, in collaboration with qualified professionals.

Somewhere, Somehow: Young Children Imagine Possibilities and Ask About Them

Studies of young children's communication with adults and of their engagement in make-believe play have typically been conducted in parallel, with little dialogue between the two research programs. This review seeks to underline close connections between children's communication with adults and the emergence of the imagination, especially among 2- and 3-year-olds. Young children's ability to imagine currently uncertain possibilities shapes the information-seeking questions that they put to other people. Their ability to imagine as-yet unrealized but desirable possibilities shapes the requests that they make of other people. In each case, children appraise the responses that they receive. In the absence of answers that resolve their information-seeking questions, they repeat their questions. In the absence of compliance with their requests, they repeat their requests. By implication, from an early age, children seek information and help from other people with as-yet unknown or unrealized possibilities in mind.

Si-Bookie: flip book berbantuan Augmented Reality guna meningkatkan kemampuan Komunikasi Siswa TK Pangudi Luhur Kartini Semarang

The PKM-PM Si-Bookie program at TK Pangudi Luhur Kartini Semarang aims to enhance children's communication skills through interactive Augmented Reality (AR) and Virtual Reality (VR) technology. The activities began with surveys and problem identification, coordination with the school, program development, as well as teacher socialization and training. The results showed a significant improvement in students' communication abilities; before the program, only 23 out of 33 students dared to speak in front of the class, whereas after the program, this number increased to 30 out of 33 students. Learning enthusiasm and student engagement also increased, with students becoming more excited about using AR and VR technology. Students' confidence in social interactions rose from 23 to 30 students feeling confident after the program. The program also enhanced teachers' technological skills; before the program, only 1 out of 6 teachers understood AR and VR, whereas after the program, 5 out of 6 teachers mastered it. The effectiveness of teaching also improved, with the number of teachers feeling effective rising from 2 to 5. Overall, Si-Bookie successfully improved communication skills and technological abilities at TK Pangudi Luhur Kartini, providing sustainable benefits in education and the community.

ANALISIS KEKELIRUAN BAHASA LISAN DAN TULISAN PADA ANAK USIA 6-7 TAHUN BERDASARKAN KONTEKS WACANA

Language errors are closely related when someone starts learning a language. Language as a result of speaking has various functions in social life. Children aged 6-7 years are the golden age for children when they will absorb the information and lessons given. Many children aged 6-7 years already receive additional lessons outside of school hours, such as tutoring to enrich their knowledge and train children's language communication. The type of research is descriptive qualitative research, the research was conducted in Labuhan Maringgai, Lampung, the research data is the spoken and written language of children in tutoring courses. The research subjects were 6 year old Andara, 6 year old Gibran and 7 year old Raka. Data was collected by direct observation at the research location emphasizing listening and note-taking techniques. The method of observing and noting is used to analyze language errors spoken by children. The data obtained will be analyzed by reducing the data and drawing conclusions. The analysis is carried out based on the context of the discourse. The results of the research show that the subjects who were children aged 6-7 years old experienced errors in spoken language, that there were still pronunciation errors, foreign words that had just been heard caused pronunciation errors and non-standard words. Written language errors experienced by the subjects included the use of capital letters, errors in the use of hyphens and spelling errors.

The Combination of Gamification Teaching and Technology

As technology continues to advance, its integration into kindergarten education is becoming more common. The use of electronic devices, such as smart televisions and educational software, enriches teaching and learning and enhances children's participation and learning. Interactive tools, including multimedia and gamified learning applications, can foster children's problem-solving, communication and cooperation skills and contribute to their overall development. Research has found that while technology can bring many educational benefits, early childhood educators and parents must be alert to potential risks, such as the negative impact on children's health of over-reliance on devices and prolonged screen use. This study analyses the impact of technology on young children's learning and lives through literature analysis and the study of past experimental results. The findings suggest that (1) teachers need to make thoughtful use of technology and select age-appropriate games and educational tools to meet children's developmental needs. (2) Ongoing teacher training and the development of innovative educational applications are essential to maximize the benefits of technology while protecting children's physical and mental health. (3) Appropriate assessment, feedback and data-driven personalized instruction can ensure the effective integration of technology in preschool education and lay a solid foundation for children's future learning.

Longitudinal associations between autistic children's anxiety and social communication differences: The moderating role of executive function behaviours.

Anxiety is a mental health concern affecting many autistic children, and has been linked to greater differences in social communication and interaction style. Executive functioning (i.e. the ability to direct and regulate attention and behaviour) plays an important role in autistic children's and social-emotional development. We tested whether anxiety (reported by parents) predicts social communication and interaction differences (reported by teachers) over time or vice versa among autistic preadolescents. We also investigated whether the link between anxiety and social communication and interaction differed depending on children's EF abilities (reported by teachers). We found less parent-reported anxiety predicted more teacher-reported social communication and interaction differences a year later - but only for children who had heightened behavioural dysregulation (an aspect of executive functioning that includes impulse and emotion control). Our work suggests autistic preadolescents with behavioural dysregulation and limited anxiety may be at greater risk for social difficulties, and may need more support in this area. Executive functioning may be a useful mechanism to target in treatment for this group of children.

Discrimination analysis of quantitative indicators of understanding the written form of deaf children's communication through the use of types of words

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf children partially understand the contextual application of word types in a written text task. The aim of the study is to determine the distance of language discourse between deaf and hearing respondents and to establish a discrimination factor that can be used for practical purposes in a classification sense, with the aim of determining the priority of linguistic education and language elements of deaf children in relation to their lagging behind hearing children. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measuring instrument “Test of comprehension of the written form of expression” was applied. The collected data were processed using the discriminant analysis method. The results of the study showed that the discrimination factor is in the sequence of the use of words, adjectives, exclamations and adverbs. Nouns and prepositions have a negative correlation, which points to the fact that these four types of words are in direct implication with nouns and prepositions, and represents information that these four types of words must be more represented in the educational materials of written expression of deaf children. The results of the study also open up a series of questions focused on the quality of the educational processes of deaf children, as well as the level of lag in written communication compared to hearing children. The results of the study can influence the raising of general rehabilitation procedures to a higher level of responsibility in education centers where deaf children are educated.

Thoughts From the Front Lines: Canadian Perspectives in Adopting and Implementing Recommended Clinical Labels in Preschool Speech-Language Pathology.

Previous literature has proposed barriers to speech-language pathologists (SLPs) using standard clinical labels; however, the perspectives of SLPs have been studied to a lesser extent. This quality improvement project reports on SLPs' perceived barriers and facilitators to using currently recommended clinical labels for preschool communication disorders and identifies next steps to support implementation in one preschool communicative health system. This project aimed to establish the consistent use of clinical labels in one large Canadian preschool speech and language program. After completing a web-based training and a 3-month trial period, 387 SLPs completed an exit survey to share their perceived barriers and facilitators to label use. Qualitative survey data were analyzed using a hybrid codebook inductive/deductive thematic analysis approach. Six themes were identified, which aligned with the diffusion of innovations theory. SLPs identified several facilitators and barriers to using the recommended clinical labels within each theme. Major facilitators included improved communication, better caregiver understanding of children's communication, positive feedback from caregivers, SLPs' increased confidence in sharing labels, and improved access to services for children. Major barriers related to additional time required to share labels, SLPs' perceptions of caregivers' values, SLPs' views surrounding the recommended labels, lack of comfort using some labels, and limited opportunity to practice label use or observe successful label use by others. Contextual barriers continue to impact SLPs' use of the recommended clinical labels. Ongoing collaboration with SLPs and caregivers will be critical for supporting implementation. Further research examining SLPs' perspectives across other clinical settings and geographic areas is needed. https://doi.org/10.23641/asha.27296970.

Communication, Socialization, and Literacy for Adults With Developmental Disabilities: An Interview Study of Parents' Perspectives and Experiences.

The study highlights the significance of continuous support and services in communication, socialization, and literacy skills for adults with developmental disabilities (DDs). The aim of the study was to gather in-depth information on the individualized needs, lived experiences, and expectations of adults with DD by interviewing their parents. A total of 14 parents of adults with DD participated in one-on-one semistructured interviews. During the interviews, parents were asked to describe (a) their children's current communication, socialization, reading and writing skills; (b) the types of communication, socialization, and literacy support their children were receiving; and (c) the types of support that their children needed. Interviews were video- and audio-recorded, transcribed, and analyzed qualitatively using thematic analysis. Thematic analysis revealed three main themes and eight subthemes: (1) insufficient support and services for adults with DD (i.e., lack of competent professionals and lack of literacy support), (2) approaches that the parents attempted for their children with DD (i.e., parents' responsibilities, technologies, and pseudoscience), and (3) recommendations for ongoing support and services (i.e., novel technologies, social media, and motivation). The study highlights crucial gaps between the participating parents' desire for individualized, consistent, and innovative support and services for their adult children with DD and scarcity of resources in communication, socialization, and literacy. The dearth of evidence-based support and resources leads to easy access to pseudoscience. Future research is warranted to develop innovative, customized, and highly motivating programs in communication, socialization, and literacy for adults with DD. https://doi.org/10.23641/asha.27214407.

PP056 Topic: AS07–Family Care: Patient and Family Centered Care, Family Presence, Patient and Family Engagement in Research and Care/Patient Diaries/Other: PICTURE THIS: USING PHOTOVOICE TO UNDERSTAND FAMILY HEALTH AND COMMUNICATION IN CHILDHOOD MEDICAL COMPLEXITY

PP056 Topic: AS07–Family Care: Patient and Family Centered Care, Family Presence, Patient and Family Engagement in Research and Care/Patient Diaries/Other: PICTURE THIS: USING PHOTOVOICE TO UNDERSTAND FAMILY HEALTH AND COMMUNICATION IN CHILDHOOD MEDICAL COMPLEXITY

The Effectiveness of Applying Artificial Intelligence in Sick Children's Communication.

Pediatric nursing students are required to be taught how to overcome their own psychological stress during their internship in order to understand sick children's emotional reactions, as well as to be able to interact and communicate with such children. This quasi-experimental study proves that the application of AI image health education e-books by the nursing teacher is more effective than traditional paper handout teaching materials in improving nursing students' self-efficacy when using therapeutic games to deal with and reduce sick children's fears of medical examinations and treatments (p < 0.05). AI-driven tools can enable the development of personalized e-learning materials that target specific areas for cognitive improvement. This targeted approach can enhance knowledge retention and skill development, resulting in better-prepared healthcare professionals.