Communication Difficulties In Children Research Articles

ЕРЕКШЕ БАЛАЛАРДЫҢ ӨЗІН-ӨЗІ ТАНУ ЕРЕКШЕЛІКТЕРІН ҚАЛЫПТАСТЫРУДЫҢ ПСИХОЛОГИЯЛЫҚ-ПЕДАГОГИКАЛЫҚ ШАРТТАРЫ

Abstract. The possibilities of updating pedagogical practice play an important role in the realization of the individuality of a developing personality. Self-awareness - a sense of a person as a person begins to form at preschool age. In children with mental retardation, this process is slow and especially. Therefore, it is necessary to pay timely attention to the creation of a psychological and pedagogical environment suitable for the development of self-awareness. At the level of providing practical assistance to children with intellectual retardation, it is difficult to solve it, since the methods and specific techniques of personality-oriented diagnostics and correction have not been sufficiently developed. The emergence of the basic elements of self-awareness in children with mental retardation before school age has not been studied. Theoretically determine the basis of the problem of the origin of autism and the specifics of the mental development of autistic children, study and consider the cause of communication difficulties in children diagnosed with autism. A theoretical analysis is made of the problem of self-consciousness of preschool children with mental retardation, ways of working on the formation of self-consciousness and the services of specialists involved in this process, the relevance of the identified problems, and practical requirements. and a system of complex correctional and developmental work, the features of self-awareness, ways of developing the motor activity of children at home are considered. Keywords: Psyche; intelligence; autism; correction; schizophrenia; motivation; speech therapy; psychology; PMPK; ZPRR; ZRR; music therapy; exercise therapy; AFC; occupational therapy; neuropathology; etc.

Echolalia Communication for Autism: An Introduction

Autism comes from the Greek phrase vehicles this means that self. Autism isn't always a kind of disorder however is a complicated developmental sickness resulting from harm to the brain, usually may be detected on account that the kid is born or at the age of a toddler. One of the problems confronted by autistic kids in communication, particularly for kids who enjoy intense barriers, is in gaining knowledge of language and speech. The issue of autistic kids in speaking is because of experiencing language disorders (verbal and non-verbal), despite the fact that language is the principal medium of communication. The purpose of this study was to investigate the phenomenon of echo-influenced communication in children with autism. In this study, researchers use a qualitative approach to explain existing reality. The main informants for this study were teachers at the Emotionally Focused Therapy Center and teachers at the Behavior Therapy Center. The results of the study are that learning to communicate with nonverbal children with autism is by communicating the concept of language through visual media, with teachers asking questions and children answering things with their abilities. Communication difficulties in children with autism are due to language disorders (linguistic and nonverbal), but language is the most important medium of communication. They often find it difficult to convey their desires both verbally (verbally / speaking) and non-verbally (gesturing / gesturing and writing). Most of them can speak and use short sentences with basic vocabulary, but their vocabulary is limited and their language is difficult to understand.

Social communication and quality of life in children using hearing aids

ObjectivesThis study compared the parent-reported structural language and social communication skills—measured with the Children's Communication Checklist-2 (CCC-2)—and health-related quality of life (HR-QOL)—measured with the Pediatric Quality of Life Inventory (PedsQL)—of children who use hearing aids (HAs) and their typical-hearing (TH) peers. DesignThe participants were 88 children (age range of 5; 6 to 13; 1 (years; months)) and their parents: 45 children with bilateral moderate to severe hearing loss using HAs who had no additional disabilities and 43 children with typical hearing. The groups were matched based on chronological age, gender, nonverbal IQ, and parental education level. The parents completed questionnaires related to their children's communication skills, including subdomains structural language and social communication, and HR-QOL. ResultsThe HA group had significantly poorer overall communication skills than the TH group (r = 0.49). The children in the HA group scored significantly lower than the TH group on both structural language (r = 0.37) and social communication (r = 0.41). Half of the children in the HA group had overall communication scores that either indicated concern or required further investigation according to the instrument's manual. In terms of psychosocial functioning, which was measured as HR-QOL, the subdomain school functioning was the main driver of the difference between groups, with the HA group being at least twice as likely (OR = 2.52) as the TH group to have poor HR-QOL in the school domain. Better parent-reported social communication was associated with better parent-reported psychosocial functioning in the children using HAs—even when background variables were taken into account. ConclusionThe results suggest that traditional assessments and interventions targeting structural aspects of language may overlook social communication difficulties in children with HAs, even those with no additional disabilities. As school functioning stood out as the most problematic domain for children with HAs, efforts to improve the well-being of these children should focus on this area.

Examination of the Effectiveness and Acceptability of a Play-Based Sibling Intervention for Children with Autism: A Single-Case Research Design.

Complementary and reciprocal interactions are a defining feature of sibling relationships for young children. However, the social and communication difficulties of children with autism spectrum disorder (ASD) can make reciprocal play more difficult and play between siblings can be less rewarding. Sibling play can serve an important role in intervention and family cohesiveness, but there is no consistent method for involving siblings in intervention benefitting the sibling dyad. This study evaluated a novel treatment package including training siblings on play strategies to increase positive sibling play in combination with a sibling support group to offer social support for the neurotypical sibling (NT). The effects of the treatment package on NT sibling play and fidelity of implementation of naturalistic play strategies was examined using a concurrent multiple-baseline design across six dyads, five of whom completed the intervention. After behavior skills training, all NT siblings increased the number of strategies they used, and increased the frequency of initiations towards their sibling with ASD. In addition, the percentage of reciprocal play between siblings increased. Generalization probes and follow-up probes demonstrated above-baseline levels of performance across most dyads, indicating that the skills learned generalized across other toys and were maintained over time. Only three of the sibling support group sessions were completed due to the COVID-19 pandemic. Although the effectiveness of the sibling support group cannot be determined, social validity questionnaires suggest siblings and parents valued and liked the support group.Supplementary InformationThe online version contains supplementary material available at 10.1007/s43494-021-00043-5.

Social Communication Difficulties in Children with TBI and the Relationship to Measures of Social Cognition.

Social Communication Difficulties in Children with TBI and the Relationship to Measures of Social Cognition.

A pilot study on combining risperidone and pivotal response treatment on communication difficulties in children with autism spectrum disorder

PurposeThe purpose of this paper is to investigate the effects of combined risperidone (RIS) and pivotal response treatment (PRT) in children with autism spectrum disorder (ASD).Design/methodology/approachIn all, 34 children diagnosed with ASD (mean age of 12.36 years) were randomly divided into two groups: an RIS treatment group (n=18) and an RIS plus PRT (n=16). Communication skills were evaluated with the child communication checklist (CCC).FindingsTotal score of the CCC was increased in both groups after three months compared with the score prior to treatment. The total score of the CCC was significantly higher in the combined treatment group than in the RIS group.Originality/valueTreatment with RIS combined with PRT may result in a better outcome in communication skill for children with autism than RIS training alone.

Ocena zaburzeń komunikacji u dzieci i młodzieży z mózgowym porażeniem dziecięcym z zastosowaniem Communication Function Classification System

Ocena zaburzeń komunikacji u dzieci i młodzieży z mózgowym porażeniem dziecięcym z zastosowaniem Communication Function Classification System

Neural Mechanisms of Qigong Sensory Training Massage for Children With Autism Spectrum Disorder: A Feasibility Study.

ObjectivesDespite the enormous prevalence of autism spectrum disorder (ASD), its global impact has yet to be realized. Millions of families worldwide need effective treatments to help them get through everyday challenges like eating, sleeping, digestion, and social interaction. Qigong Sensory Training (QST) is a nonverbal, parent-delivered intervention recently shown to be effective at reducing these everyday challenges in children with ASD. This study tested the feasibility of a protocol for investigating QST’s neural mechanism.MethodsDuring a single visit, 20 children, 4- to 7-year-old, with ASD viewed images of emotional faces before and after receiving QST or watching a video (controls). Heart rate variability was recorded throughout the visit, and power in the high frequency band (0.15–0.4 Hz) was calculated to estimate parasympathetic tone in 5-s nonoverlapping windows. Cerebral oximetry of prefrontal cortex was recorded during rest and while viewing emotional faces.Results95% completion rate and 7.6% missing data met a priori standards confirming protocol feasibility for future studies. Preliminary data suggest: (1) during the intervention, parasympathetic tone increased more in children receiving massage (M = 2.9, SD = 0.3) versus controls (M = 2.5, SD = 0.5); (2) while viewing emotional faces post-intervention, parasympathetic tone was more affected (reduced) in the massage group (p = 0.036); and (3) prefrontal cortex response to emotional faces was greater after massage compared to controls. These results did not reach statistical significance in this small study powered to test feasibility.Discussion/ConclusionThis study demonstrates solid protocol feasibility. If replicated in a larger sample, these findings would provide important clues to the neural mechanism of action underlying QST’s efficacy for improving sensory, social, and communication difficulties in children with autism.

Parenting Mistakes as a Factor in Communication Difficulties in Children

Abstract The article investigates the social and cultural nature of impaired communication in preschool children. The author presents the findings of an empiric research into the influence of parenting styles as a trigger of variable communication difficulties in children. The research shows that maternal parenting mistakes (hyper protection, gratification of whims, excessive sanctions, lack of confidence in upbringing abilities, the fear of losing one's child, encouragement of infantilism) and paternal parenting mistakes (hyper protection, insufficient requirements, undeveloped paternal feelings, preference of male traits in a child) cause specific basic, content-related, instrumental and reflective communication difficulties in children. Such mistakes determine non-constructive behavioural forms in communicative situations (aggression, protest, demonstrative behaviour, shyness, conformity).

Preconception and prenatal environmental factors associated with communication impairments in 9 year old children using an exposome-wide approach.

Although speech and language deficits are common in children and strongly associated with poor educational and social outcomes, little attention has been paid to the antecedents. In this study we used the information from the Avon Longitudinal Study of Parents and Children to examine preconception and prenatal environmental risk factors that were related to communication difficulties in children using the Children’s Communication Checklist (CCC). We used an exposome-wide approach to identify environmental factors univariably associated with the CCC. Taking account of the False Discovery rate, we used a P value of 0.000157 to identify 621 of 3855 items tested. These were then subjected to a series of stepwise linear regression analyses, firstly within 10 domains: personal characteristics, health, development, education, socio-economic variables, lifestyle, home and social environments, life events and chemical and other exposures; and then with the predictive variables from each domain. The final model consisted of 19 variables independently associated with the communication scale. These variables suggested 6 possible mechanisms: stressors primarily associated with socio-economic disadvantage although other lifestyle choices such as a social network of family or friends can ameliorate these effects; indicators of future parenting skills primarily associated with aspects of parental personality; aspects of the home environment; poor maternal health with a novel finding concerning maternal hearing loss; and maternal education which was partially mediated by the child’s IQ. Finally, there may be a mechanism via the maternal diet in pregnancy in particular the consumption of fatty or processed foods. This is the subject of ongoing investigation.

Language and communication development in preschool children with visual impairment: A systematic review.

BackgroundLanguage and communication difficulties of young children with visual impairment (VI) are ascribed to intellectual disability, multiple disabilities and autism spectrum disorder (ASD) rather than their sensory impairment. Consequently, the communication difficulties of children with VI may have been underestimated and undertreated.ObjectivesThis report aims to critically appraise recent peer reviewed literature relating to communication and language development in children with VI.MethodA systematic search of the literature (2003–2013) was completed using the PRISMA guidelines, and primary and secondary search phrases. Nine publications were reviewed in terms of the strength of recent evidence. Thematic analysis was used to describe the early language and communication characteristics of children with VI.ResultsAll the selected articles (n = 9) were from developed countries and participants from seven of the studies had congenital VI. Five of the studies received an evidence level rating of III while four articles were rated as IIb. Two main themes emerged from the studies: early intervention, and multiple disabilities and ASD. Language and communication development is affected by VI, especially in the early stages of development. Speech-language therapists should therefore be included in early intervention for children with VI.ConclusionRecent evidence on the early language and communication difficulties of children with VI exists, but children in developing countries with acquired VI appear to not be investigated. The identified language and communication developmental characteristics may assist speech-language therapists to build a knowledge base for participation in early intervention for young children with VI and their families.

Behavior problems among school-aged children with autism spectrum disorder: Associations with children's communication difficulties and parenting behaviors

Research has clearly demonstrated that behavior problems are common among children with ASD. These co-occurring behavior problems place children with ASD and their families at risk for a range of negative outcomes. This questionnaire study aimed to investigate whether and how age, gender, and communication difficulties at the child level and parenting behaviors at the family level are associated with externalizing and internalizing problems among children with ASD (n=206) and without ASD (n=187) aged 6–12 years. Results indicated that pragmatic language difficulties of the child and negative controlling parenting behaviors both made a significant and unique contribution to externalizing behavior problems for the ASD group. In the control group, chronological age and pragmatic language difficulties were the most robust concurrent predictors of externalizing problems. With regard to internalizing problems, pragmatic language difficulties and ASD adapted parenting behaviors were significant predictors for both the ASD and control group.

Parent Stress and Perceptions of Language Development: Comparing Down Syndrome and Other Developmental Disabilities.

This study extended research on the Down syndrome advantage by examining differences in parent stress and parent perceptions of language development between 29 parents of young children with Down syndrome and 82 parents of children with other developmental disabilities. Parents of children with Down syndrome reported lower levels of total stress, child-related stress, and stress surrounding the parent-child interaction. Parents of children in both groups reported that they felt successful in their ability to impact their children's communication development but did differ on perceptions of difficulty such that parents of children with Down syndrome perceived their children's communication difficulties as less severe despite the children exhibiting similar language skills. Finally, after accounting for potential explanatory confounding variables, child diagnosis remained a significant predictor of parent stress and perceptions of language development. Results highlight the importance of considering etiology when assisting families raising a child with a disability.

Facial identity recognition in children with autism spectrum disorders revealed by P300 analysis: A preliminary study

Background: To reveal the neural substrate of communication difficulties in children with autism spectrum disorders (ASDs), we investigated the P300 component of event-related potentials (ERPs) as represented by the average of electroencephalography findings time-locked to events and behavior. Because the P300 amplitude influences attentional resource allocation during discrimination, the component elicited during perception of known and unknown faces should indicate familiarity processing. Methods and results: Nine typically developing children (TD) and nine children with ASDs participated in this study (Experiment 1). The P300 amplitude in TD children was significantly larger during familiar face perception than during unfamiliar face perception (p<0.01). However, there was no evidence of familiarity effect in children with ASDs. In three children with ASDs, we also assessed the P300 amplitude during perception of a therapist’s face one month before (baseline), a few days before and after social skills training (SST) sessions (Experiment 2). To evaluate the effect of familiarity on facial identity processing, we analyzed the therapist/unknown ratio of P300 amplitudes related to the face discrimination task as an index. The ratio was larger after SST sessions than before, but there was no difference in the ratio between baseline and before SST assessments. Conclusion: The P300 might be influenced by attentional resource allocation depending on the stage of learning face identification in children with ASDs. We speculate that this approach to evaluating brain responses during facial identity recognition could be used as a tool to clarify children’s communication difficulties.

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Processes That Influence Communicative Impairments in Deaf Children Using Cochlear Implants

We previously presented evidence for the existence of a "disproportionate language impairment" (DLI) in a small sample of children using a cochlear implant (CI) who had a good surgical outcome and who were otherwise unimpaired, including typical nonverbal intelligence quotient. Herein, we studied a larger sample of children with DLI who were CI users and, as before, paired them with closely matched, "Control" children who were CI users but had more typical language skills. The primary aim was to assess the communication skills of siblings of each group of CI users to seek evidence for the inheritance of language and more general communicative impairments in the DLI group. We also investigated laterality as a possible coindicator of impairment among the CI users. Prelingually deaf children using a single CI and presenting with severe unexplained language problems (DLI-CI, N = 25) were compared with a group of children using a CI who did not present with such difficulties (Control-CI, N = 25). The groups were matched on age, gender, etiology, age at implantation, implant manufacturer, duration of deafness, and CI experience. Members of both groups completed a series of nonverbal and verbal tests used to identify specific language impairment in normal-hearing (NH) children, and tests of cerebral laterality. Parents completed the Children's Communication Checklist (CCC-2) for each of their children (i.e., the CI users and all their siblings; sibling results were grouped as DLI-Sibling and Control-Sibling) and a questionnaire regarding family history of hearing, speech, language, and literacy problems of the children's first-degree relatives. Significant differences of performance on all language tests were found between the DLI-CI and the Control-CI groups. No difference was found between the groups on performance intelligence quotient or auditory memory. CCC-2 results indicated lower General Communication Composite and higher Social Interaction Deviance Composite scores in the DLI-CI than in the Control-CI group. All children in the DLI-CI group produced abnormal overall profiles compared with less than half the children in the Control-CI group. CCC-2 results for the siblings showed a significant association between sibling group and communication; 35% in the DLI-Sibling group produced abnormal profiles compared with 8% in the Control-Sibling group. Co-occurring deafness and language problems in a small number of siblings and other family members did not account fully for these communication difficulties, but there was a higher prevalence of these difficulties in the families of both groups than is reported in NH families. Laterality tasks did not show significant differences between the groups of CI users, although there were trends for children in the DLI-CI group to have less dominant hand preference and eye-hand dominance than those in the Control-CI group and in NH children. Language tests, including the CCC-2, could identify communication difficulties in children using CIs, leading to prompt identification, informed intervention strategies, and managed expectations. Evidence from their siblings suggests that these difficulties may not all be determined by their deafness or device characteristics but through the same heritable and environmental factors that influence language development in all children.

Pediatric Traumatic Brain Injury

Pediatric Traumatic Brain Injury

Effects of Picture Exchange Communication System on Communication and Behavioral Anomalies in Autism

Communication skills deficits and stereotyped behaviors are frequently found among people with pervasive developmental disabilities like autism. These communication and behavioral oddities of autism are often considered to be difficult to treat and are challenging. Picture exchange communication system (PECS) is a six-phase picture system based on applied behavior analysis and is specially designed to overcome these communication difficulties in children with autism by encouraging the child to be the communication initiator. The present paper throws light on the process of using PECS along with other traditional behavioral approaches in managing communication deficits and behavioral stereotypies in a seven-year-old male child diagnosed as having childhood autism. The identified target behaviors of repeated head turning, flapping his hands, poor communication skills were assessed using various rating scales including visual analogue scale as per clinician observation and parental reports and managed using PECS as an adjunct to traditional behavioral techniques of contingency management, differential reinforcement, task direction and reprimand. Outcome was assessed using same tools after thirty-two sessions of interventions spread over three months. Significant improvements of around 60% were observed in the target behaviors.

The Ambiguity of the Child's ‘Voice’ in Social Research

This article addresses the ambiguity of the child's ‘voice’ in social research. Drawing on a recent research project on young children's communication difficulties, the author argues that the currently popular discourse on ‘listening to children’ is beset with practical and ethical ambiguities that result from the ‘socialness’ of human interaction, discourses and practices. In particular, the author argues that the notion of the child's ‘voice’ is, despite being a powerful rhetorical device, socially constructed. This article illustrates and discusses ambiguities that arose from fieldwork in two ‘special needs’ settings, considering their epistemological implications for social research, and offers reflexivity as a strategy for ethical research conduct.

The Contextuality of Children's Communication Difficulties in Specialist Practice: A Sociological Account

This paper reports findings from fieldwork in situations that brought young children and child welfare practitioners together with the aim of diagnosing and treating children's communication difficulties. The findings suggest that communication difficulties tend to be treated as a property of the individual child rather than as an emergent, contextual property of interaction. The attention will be steered from clinical definitions of “impairment” and “disability” to dynamics of social interaction, where understandings of “good” and “normal” communication play a central role. The findings have implications for current recommendations for good practice, which derive from needs-led, rights-led and skills-led approaches.