Communication Abilities Of Children Research Articles

Evaluating the effectiveness of Applied Behavior Analysis (ABA) in enhancing social and communication abilities in children diagnosed with Autism Spectrum Disorder (ASD)

Evaluating the effectiveness of Applied Behavior Analysis (ABA) in enhancing social and communication abilities in children diagnosed with Autism Spectrum Disorder (ASD)

Clinical practices in Swedish speech-language pathology for children with (developmental) language disorder

ABSTRACT In Sweden, treatment for children with (developmental) language disorder ((D)LD) is traditionally carried out at a speech-language pathology (SLP) clinic, and based on formal language tests, which may not entirely represent the child’s everyday language and communication skills. SLP services that include video recordings have shown positive outcomes in terms of providing information about children’s linguistic and communicative abilities in everyday life, but little is known about the use of video in clinical practice. The aim of this study is therefore to investigate how Swedish SLPs link their clinical practices (assessment, treatment, and evaluation of treatment outcome) to the everyday language and communication abilities of children with (D)LD. A further aim is to explore SLPs’ utilisation of video recordings as a part of their clinical practices with the target group. A web-based questionnaire was distributed to SLPs in Sweden, who work with children with (D)LD. Results demonstrate that Swedish SLPs perceive that their intervention is in alignment with children’s everyday language and communication needs to a fairly high degree. However, an exception is assessment, which is considered to have a weaker alignment with children’s everyday communication abilities. The use of video recordings for clinical purposes is very limited. It is suggested here that incorporating video recordings from children’s everyday life would be an easy and time-efficient way to strengthen the ecological validity of SLP practices for children with (D)LD.

The Role of Parents in Increasing Children's English Vocabulary in Kelambir V Kebun

This research aims to discuss the important role of parents in increasing children's English vocabulary because there are still many parents who lack a role in improving children's English skills, especially increasing English vocabulary to improve language skills. Language skills are an important aspect of children's language development and have a significant impact on children's communication abilities. This study explored various ways parents can play a role in expanding children's English vocabulary. This research method involved a review of literature investigating the role of parents in children's vocabulary development. The research method used was qualitative research. Nine parents in Kelambir V Kebun Village were selected purposely as the subject of the research. Interview and observation were used to collect the data. The research results showed that parents had a strong influence in enriching children's vocabulary through speaking models, providing visual stimulation, and providing access to various English learning resources. In addition, this research also underlined the importance of creating an environment that supports language learning, adopting a positive approach, and understanding the child's developmental level. This research implied that parents have a central role in helping children acquire strong English language competence. By actively involving themselves in the language learning process, parents could make a significant contribution to the growth of their children's English vocabulary, but there were still many parents who did not have much effort and methods to increase their children's English vocabulary so that children had insufficient vocabulary.

Children's speech, language and communication skills and parental knowledge in the growing up in New Zealand cohort.

There is a substantial discrepancy between international and local prevalence rates for speech, language and communication needs (SLCN) amongst children in New Zealand. Reports of communication impairment are likely to be underestimates. Prevalence data can describe population characteristics and inform the scope and nature of services to adequately meet demand. Parents and other caregivers are central to the early identification of children with communication needs but they may not recognise their child's needs or act on their concerns. Cross-sectional data were available for the Growing Up in New Zealand (GUiNZ) longitudinal study cohort at 24, 54 and 72 months of age, with 76% of whānau (families; n = 5241) completing three data waves. Descriptive and chi-square analyses were used to address: (1) What are the communication abilities of children in the first 5 years of life? (2) What do New Zealand parents understand of their children's communication? (3) Do New Zealand parents have concerns? (4) What are the trajectories of parental concern for children's communication in the first 6 years of life? At 24 months old, 16% of children had communication skills that were of concern to their parents. At 54 months, there were concerns for 12.6% of children. Although most parents were able to describe their child's expressive abilities, many parents remained unconcerned when their child demonstrated communication skills that did not met developmental expectations. Parents can offer valuable insights about their children, but in many cases their level of concern about SLCN did not align with a professional view which reflects a more nuanced understanding of children's speech and language and the impact on future communication skills and needs. Increased awareness through public health messaging specifically regarding lifelong influences of communication challenges will aid in prevention, early detection and intervention. What is already known on this subject Parent's expectations of child speech and language development will inform how responsive they are to difficulties in their child. Appropriate parental concern is key to recognition of children with speech, language and communication needs that warrant referral to a professional. What this paper adds to existing knowledge Parents are aware of expressive language skills that children acquire and can accurately identify their children's skills but have less knowledge of the ages of acquisition. Some parents are not concerned, do not seek support despite recognisable difficulties, and demonstrate limited understanding of the future consequences for children with communication needs that are unmet. What are the potential or actual clinical implications of this work? Public health messaging should include both skills and age ranges for speech and language acquisition. Additionally, educating the public of the impact of speech, language and communication skills on children's futures is needed.

Research on the Present Situation and Cultivation Strategy of Children's Social Communication Ability from the Perspective of Family-Kindergarten Coeducation

Family and kindergarten are the most vital places for children's life and education. Only by implementing family-kindergarten coeducation can we create a better growing environment for children and empower their peer communication. This study found three main problems, including children's poor peer communication ability, parents' insufficient sense of responsibility, and the severely limited development of family-kindergarten coeducation. Based on the above problems, this study puts forward that teachers should conduct targeted guidance according to the social communication needs of children in different age classes. Parents should improve their educational awareness and scientifically guide children to establish correct communication concepts. Meanwhile, kindergarten takes a dual approach to break through the communication barriers of family-kindergarten coeducation.

Public-Private Partnership and Early Childhood Education in Kasese District, Uganda

The article’s main purpose was to investigate the relationship between public-private partnership (PPP) and early childhood education in Kasese District, Uganda. The main objectives of the study were to establish the role played by public-private partnerships in making certain that children develop numerical skills and expressive communication abilities. The study was conducted through an Ex Post Facto design study design. The target population of the study was stakeholders for early childhood education in Kasese District, Western Uganda. To ensure fair representation, research subjects were selected from each stratum of stakeholders. The scholar thus used stratified and, later on, random sampling techniques. The sample selected had 312 respondents from an estimated total number of 1.417 ECD stakeholders in Kasese District. Primary data was collected by administering a questionnaire that was designed on a 5-point Likert Scale, ranging from strongly agree to strongly disagree. Face-to-face interviews and an observation checklist were also used in the collection of data. Data collected was presented and analysed with frequency distribution and percentages while the corresponding hypothesis was tested with Chi-square statistic at 0.05 alpha levels. It was found the PPP in ECDs helped in the improvement of numeracy among children. For instance, stakeholders’ work helped in improving children’s counting of fingers on one hand or even copying and drawing shapes amongst young ones. Similarly, respondents indicated that Policy Guideline Formulation due to PPP led children to sort objects by colour and shape. Also, results showed that PPP in ECD enhanced communication ability whereby children were able to put up two words together as per caregiver guidance. It also led a child to pay attention to a simple story being narrated and thereafter answer questions from the account. Similarly, it was also found that Institutional Factors for PPP supported expressive ability in children in that they were in a position to follow a simple command. Besides, the availability of suitable Home Environment Factors was also found to promote communication ability in children. Thus, the study concluded that public-private partnership plays a part in ensuring that children develop numerical concepts. It was also concluded that public-private partnership plays a role in making certain that children develop expressive communication abilities

The DIR/Floortime Approach to Enhance Communication Skills of Autism Student in Inclusive Elementary Schools

This research aims to explore the DIR/Floortime approach implemented by teachers to enhance the communication abilities of children with autism in inclusive elementary schools. The type of research used is a qualitative descriptive design with a case study methode. The subjects of this study were teacher who teach achildren with autism attending an inclusive school, at Lazuardi GCS Elementary School in Depok City. The results of the research indicate that the DIR/Floortime approach carried out by teachers involves using a play-based approach conducted on the floor (floortime). This is methode provide opportunities for students to engage, enhance self-confidence, and foster a sense of blending in for children with autism with their environment.

Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Support Principles.

This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles, all in this special issue. The Support Principles are composed of four Principles (Principles 3, 4, 5, and 6) that highlight (a) the importance of a variety of supports for families raising children who are DHH; (b) the need to attend to and ensure the well-being of all children who are DHH; (c) the necessity of building the language and communication abilities of children who are DHH and their family members; and (d) the importance of considering the family's strengths, needs, and values in decision-making.

Auditory Neural Responses and Communicative Functioning in Children With Microcephaly Related to Congenital Zika Syndrome.

Children with microcephaly exhibit neurodevelopmental delays and compromised communicative functioning, yielding challenges for clinical assessment and informed intervention. This study characterized auditory neural function and communication abilities in children with microcephaly due to congenital Zika syndrome (CZS). Click-evoked auditory brainstem responses (ABR) at fast and slow stimulation rates and natural speech-evoked cortical auditory evoked potentials (CAEP) were recorded in 25 Brazilian children with microcephaly related to CZS ( M age: 5.93 ± 0.62 years) and a comparison group of 25 healthy children ( M age: 5.59 ± 0.80 years) matched on age, sex, ethnicity, and socioeconomic status. Communication abilities in daily life were evaluated using caregiver reports on Vineland Adaptive Behavior Scales-3. Caregivers of children with microcephaly reported significantly lower than typical adaptive functioning in the communication and socialization domains. ABR wave I latency did not differ significantly between the groups, suggesting comparable peripheral auditory function. ABR wave V absolute latency and waves I-V interwave latency were significantly shorter in the microcephaly group for both ears and rates. CAEP analyses identified reduced N2 amplitudes in children with microcephaly as well as limited evidence of speech sound differentiation, evidenced mainly by the N2 response latency. Conversely, in the comparison group, speech sound differences were observed for both the P1 and N2 latencies. Exploratory analyses in the microcephaly group indicated that more adaptive communication was associated with greater speech sound differences in the P1 and N2 amplitudes. The trimester of virus exposure did not have an effect on the ABRs or CAEPs. Microcephaly related to CZS is associated with alterations in subcortical and cortical auditory neural function. Reduced ABR latencies differ from previous reports, possibly due to the older age of this cohort and careful assessment of peripheral auditory function. Cortical speech sound detection and differentiation are present but reduced in children with microcephaly. Associations between communication performance in daily life and CAEPs highlight the value of auditory evoked potentials in assessing clinical populations with significant neurodevelopmental disabilities.

Parent-implemented interventions in Chinese families of children with autism spectrum disorder

This study aims to test the effects of the parent-implemented interventions (PIIs) on children with autism spectrum disorder (ASD) in China and to explore the effects of PIIs on the family quality of life of families of children with ASD in China. This study adopted a randomized controlled trial (RCT) design based on PIIs. Participants is divided into intervention group (N(parents) = 35, Age(M ± SD) = 35.69 ± 3.45; N(children) = 35, Age(M ± SD) = 5.49 ± 2.74) and control group (N(parents) = 35, Age(M ± SD) = 36.06 ± 4.28; N(children) = 35, Age(M ± SD) = 5.71 ± 3.25); parents in intervention group were trained with PIIs and required to implement family interventions for their children with ASD as they learned. This study will provide data to support the development and improvement of PIIs, and will also benefit the well-being and sustainability of children with ASD and their families. Compared to control group, the children in intervention group had a significant improvement in social communication ability (p < 0.05), and the families in intervention group had a significant enhancing in family quality of life (satisfaction) (p < 0.001). This study found that PIIs are effective in enhancing the social communication ability of children with ASD in China and the family quality of life (satisfaction) of their families. PIIs is a good and cost-effective complement to rehabilitation training in professional institutions, and have positive significance for the well-being and sustainability of children with ASD and their families.

Augmented reality-enhanced language learning for children with autism spectrum disorder: a systematic literature review

ABSTRACT Augmented reality (AR) provides numerous opportunities for digitally-aided language interventions for autistic children. Educators and researchers have reported a variety of outcomes and insights about the use of AR as an educational and pedagogical tool. The unique advantage of AR suggests that it supports attentional behaviour, fosters emotional and social skills, and improves communication abilities in children with autism. However, the efficacy of this technology for language learning in autistic children has not previously been systematically reviewed. The purpose of this review was to summarise findings on AR-enhanced language learning interventions for autistic children to help guide researchers in future studies. We conducted a systematic literature review, collecting 44 peer-reviewed studies covering different language domains. From there, further analysis identified 13 studies that focused on language acquisition and 31 that focused on language use. Our survey presents an overview of AR research for language learning in autistic children over the last 10 years, providing insights into aspects of language skills, the AR technologies used, research design and strategies, the underlying learning theories and models adopted in the studies, and whether the reported results were accompanied by some form of evaluation. Finally, this review proposes several recommendations for future research.

A Perspective on the Current Situation of Children’s Education and Teachers’ Moral Cultivation Combined with Decision Tree Algorithm

Abstract The enhancement of children’s education quality necessitates a high level of teacher moral literacy. This paper employs data mining techniques to elaborate on the Classification and Regression Tree (CART) model within logistic regression and decision tree algorithms. Data pertinent to elementary school education were collected via questionnaires, followed by data cleaning and segmentation. The parameters of the CART model were optimized using a Bayesian algorithm, and its efficacy was validated through a dataset to support the exploration of factors influencing the developmental level of children’s education. Additionally, data regarding teachers’ moral literacy were gathered and analyzed using binary logistic regression within the logistic regression framework. The analysis revealed that the accuracy of the CART decision tree model reached 90%, with the error converging to zero at 50 trees. Key determinants such as willpower and communication abilities in children’s education were influenced by exercise duration, time spent in interest classes, gender, and parents’ educational levels. The mean score for teachers’ moral literacy was 4.349±0.465. Notably, teachers with low salary satisfaction exhibited a moral literacy level that was only 0.517 times that of their counterparts with high salary satisfaction. Establishing a scientifically sound and reasonable salary management system is crucial. Such a system can ignite teachers’ enthusiasm for teaching, substantially enhancing their moral literacy, which in turn positively impacts the level of children’s educational development.

Bibliometric Mapping of Trends of Project-Based Learning with Augmented Reality on Communication Ability of Children with Special Needs (Autism)

Autistic children have the right to education. Education helps them develop their communication skills. Using a project-based learning model can improve communication skills. Currently, there is a lot of research discussing the use of project-based learning for children with special needs. Therefore, this study aims to analyze the use of project-based learning with augmented reality on the communication skills of autistic children. The method used is a systematic literature review and theoretical bibliometric analysis of research on communication skills of children with autism sourced from Scopus from 2013 to 2022. The research stages are determining i) research questions; ii) inclusion criteria; iii) quality assessment; iv) data collection; and v) bibliometric analysis. The results of this research note that research on the communication skills of autistic children is still a research trend that is of great interest to researchers with an increase in research occurring from 2015 to 2022. Countries in the Americas and Asia contributed the most to research on this research theme. There is a relationship between project requirements (P), communication skills (CS), and autism spectrum disorder (ASD). This relationship is indicated by the strength of the P→CS link of 2 and the strength of the CS→ASD link of 4. This review shows that the characteristics of project-based learning can help train the level of communication skills of autistic children and will be better if assisted by the use of AR

КОММУНИКАТИВНЫЕ СПОСОБНОСТИ ДЕТЕЙ: ОСОБЕННОСТИ И ПРОБЛЕМЫ РАЗВИТИЯ

In the article, based on the analysis carried out, the concepts of “communication”, “abilities”, “communicative abilities” are clarified. The author’s definition of the concept of “communicative abilities of children” is given and its structure is described. The diagnostic study was conducted on the basis of a comprehensive school in the city of Veliky Novgorod to identify the level of development of communicative abilities of primary school students. The diagnostic criteria were: motivational (the need for communication and the use of communication skills in speech practice); active (readiness for productive cooperation); reflexive-evaluative (analysis and assessment of the communicative situation). For the diagnostic study, the “Carpet” method (R. Ovcharova), the “Communication abilities” test (adapted for primary school age), and the “Mitten” test (according to the method of G. A. Tsukerman) were used. The conditions under which younger schoolchildren experience difficulties in demonstrating their communicative abilities have been identified.

Prediktori komunikacionih sposobnosti dece na ranom predškolskom uzrastu

This study aimed to investigate the predictors of preschool children's communication skills. The sample consisted of 84 children aged eighteen months to four years. Half of the sample consisted of children who were included in an institution for preschool education, while the other 50% of the children from the sample were not included in these institutions. Parents were surveyed using a questionnaire called the Language Use Inventory (O'Nell, 2009). Our results showed that the multiple linear regression models have an acceptable fit to the data and have a statistically significant proportion of the variance (R² = 0.83, p &lt; 0.001). It was found that, of all the assumed variables, the length of involvement in PU, the number of gestures, words and sentences used by the child are good predictors that significantly explain children's communication abilities.

The Role of Educational Games in Fostering Creativity Among Young Children at Home

This study aims to investigate the role of educational games in fostering creativity among young children in household settings. The research employs a qualitative approach with a single case study method to comprehend the experiences and perceptions of young children regarding educational games at home. Five families with young children (aged 3-6 years) participated in the study. Data were collected through in-depth interviews with parents, participant observations during playtime, and documentation of the gaming sessions. The results of the study reveal that educational games play a crucial role in fostering creativity among young children. Through these games, children are provided with opportunities to imagine, create, and explore various roles and scenarios. Educational games also enhance children's problem-solving skills and communication abilities, as they need to think creatively to overcome challenges in the games and interact with their parents or other family members. The study concludes that educational games hold significant potential for developing creativity in young children within the household setting. The practical implication of this research emphasizes the importance of providing appropriate opportunities and support for children to engage in educational games, along with the positive role of parents in optimizing the creative benefits of such games.

Communication in Daily Life of Children With Developmental Language Disorder: Parents' and Teachers' Perspectives.

This study explores limitations in communication in daily life of children with developmental language disorder (DLD) from their parents' perspective as well as communicative abilities and social functioning in the classroom from their teacher's perspective. Furthermore, differences between children with mixed receptive-expressive disorder and children with expressive-only disorder in communication in daily life and social functioning are studied. Data were collected through questionnaires completed by parents and teachers of children (5-6 years old) who attended schools for special education for DLD. Language test scores were retrieved from school records. Parents of 60 children answered open-ended questions about situations and circumstances in which their child was most troubled by language difficulties. Teachers of 83 children rated communicative abilities, social competence, and student-teacher relationship. Parents reported communication with strangers as most troublesome and mentioned the influence of the mental state of their child. Parents considered limitations in expressing oneself and being understood and not being intelligible as core difficulties. Teachers rated the children's communicative abilities in the school context as inadequate, but their scores concerning social competence and the quality of teacher-child relationships fell within the normal range. Children with receptive-expressive disorder experienced limitations in communication in almost all situations, whereas those with expressive disorder faced limitations in specific situations. Children with receptive-expressive disorder were also significantly more limited in their communicative abilities and social competence at school than children with expressive disorder. No differences were found between the two groups in the quality of the teacher-child relationship. The results confirm that children with DLD face significant challenges in a variety of communicative situations. We found indications that children with receptive-expressive disorder experience more severe limitations than children with expressive disorder. The involvement of parents and teachers in evaluating a child's communicative ability provides valuable and clinically relevant information.

Implementasi Sistem Pakar Diagnosis Autisme Pada Anak Menggunakan Metode Naïve Bayes

Autism is a developmental disorder that affects the normal functioning of the brain, thereby affecting a child's communication and social interaction abilities. This disorder poses a problem for children in communicating and forming relationships with their environment. As the number of individuals with autism increases, public awareness of autism remains very low. Additionally, most psychologists or psychiatrists are located in major cities, limiting access for rural communities. This leads to many parents struggling to obtain information about autism symptoms. The research method used is the naïve Bayes method, it can be drawn from the system is that it will generate the maximum score despite any disturbances in the provided data. The results of this research align with expert knowledge, suggesting that it can be relied upon to accurately diagnose autism based on the symptoms experienced by individuals. The aim of this study is to build an expert system that can provide information and solutions to parents regarding autism disorders based on their knowledge of the symptoms they experience, enabling users to diagnose autism in their children early on without incurring costs.

Linking Language to Action: Enhancing Preschoolers' Communicative Abilities Within Language Stimulation.

Children's vocabulary and syntactic skills vary upon school entry in depth and breadth, persistently influencing academic performance, including reading. Enhancing early communicative abilities through multisensory, playful, and conversational experiences is essential and will benefit children's school readiness. This study investigated whether a language-to-action link created during language stimulation, which combines multisensory input, play, and conversation using clay, improves preschoolers' communicative abilities in terms of vocabulary, syntactic, and pragmatic language abilities more than traditional toy-based language stimulation. Language skills were examined in a pre- to posttest design in which 43 typically developing participants, ages 3-5 years, were randomly assigned to clay-based (n = 24) or traditional play-based (n = 19) language stimulation for 8 weeks. Receptive and expressive vocabulary knowledge for items introduced in the language stimulation program, mean length of utterance (MLU), and conversational initiations improved for participants in the clay condition, whereas significant language skill growth was not observed for participants in the traditional play-based stimulation condition with toys. A language-to-action link is created when children engage with open-ended materials, such as clay, as they craft target objects hands on and step by step, affording additional opportunities for language input and output. Results preliminarily suggest that using open-ended materials may enhance children's communicative abilities in receptive and expressive vocabulary, syntax/MLU, and pragmatics (i.e., conversational initiations) more than prefabricated toy objects during language stimulation. https://doi.org/10.23641/asha.24093780.

A scoping review of oral language and social communication abilities in children with Tourette syndrome.

Children with Tourette syndrome (TS) have historically experienced problems in academic and social settings, yet their language and communication abilities have not been extensively researched. This scoping review maps the literature on the oral language and social communication abilities of children with TS in order to describe the nature of the current literature, present a summary of major findings and identify where gaps exist. A scoping review was completed to identify studies measuring the oral language or social communication abilities of children with TS. A systematic search of six electronic databases was conducted to obtain published and unpublished literature. All English studies measuring the oral language or social communication abilities of children with TS were included. Information was extracted from records and knowledge was synthesised in a narrative summary. We identified 56 records for inclusion. Almost all records were located in journals within the fields of psychology and psychiatry. Skills most often studied were verbal IQ and verbal fluency. The literature suggests an increased prevalence of language disorders and social communication problems in children with TS; however, literature comprehensively detailing these challenges was scarce. Language strengths were identified in verbal intelligence, story/sentence recall, categorisation and performance on tasks at the single-word level. Oral language and social communication skills are important for academic and social success. This review brings scattered literature together to provide up-to-date information about language in children with TS and highlights that there are considerable gaps in our knowledge about language and communication in this population. This scoping review can inform future research and support speech language pathologists in the assessment of young people with TS. What is already known on the subject Speech-language pathologists (SLPs) working in various contexts (e.g., schools, mental health teams) are likely to encounter children with Tourette syndrome (TS); however, the description of this population and potential communication characteristics is not well represented in the SLP literature. Previous literature reviews have reported strengths in verbal fluency and morphological processing. Challenges in expressive language, higher order language, social cognitionand a propensity towards autistic traits have also been identified. What this paper adds to existing knowledge This review differs from previous narrative reviews by employing a systematic approach to searching for literature. As a result, we identified 25 additional studies that had not been cited in previous reviews and additional relevant findings in 23 previously reviewed studies. This review confirms several previous conclusions about language in children with TS and extends or clarifies several others, thereby providing the most current information on oral language and social communication abilities. The use of current taxonomies of language and social communication helps to organise this literature for clinicians and researchers in speech-language pathology and identifies a need for further research from the SLP perspective. What are the potential or actual clinical implications of this work? These results imply that SLPs should screen children with TS for language disorders and investigate social communication and social interaction development. Clinicians can expect greater challenges in language and communication development for children with complex forms of TS (i.e., those who exhibit co-occurring conditions such as attention-deficit/hyperactivity disorder). The multidisciplinary nature of the current literature implies that clinical collaboration with other disciplines will be of particular benefit to serving this group of children.