Language Outcomes Research Articles

IsiZulu-speaking caregivers' perceptions of child language stimulation.

South African children from low-income households are at higher risk of cognitive-linguistic difficulties because of multiple risk factors. Early language stimulation minimises the effects of risk factors and prepares children for literacy and learning. Understanding caregivers' perceptions of language stimulation is important because perceptions shape practices, which determine child language outcomes. This study explored the existing perceptions of language stimulation among 15 isiZulu-speaking caregivers from KwaDabeka township. A qualitative, descriptive research design was adopted and the caregivers were interviewed using a semi-structured interview schedule. The NVivo software programme supported the inductive, thematic analysis of the data. Although the caregivers held positive perceptions of language stimulation, their perceptions of benefit focussed on meeting children's basic physiological needs with less reference to the long-term benefits for literacy, employment and social integration. Providing language models, watching television, singing songs, and reading books were perceived to be examples of language-stimulating activities and techniques. The caregivers expressed a need to improve their knowledge of language stimulation and queried how they could be supported to achieve this outcome. This group of caregivers needed support to increase their awareness of the long-term benefits of language stimulation and their knowledge and use of evidence-based activities, stimuli and facilitation techniques.Contribution:Caregivers' existing perceptions could serve as a barrier to the effective language stimulation of children from low-income households in South Africa.

Protective Effects of Early Neonatal Methylxanthine Treatment on Cognitive and Language Outcomes in Premature Infants with and without High-Risk Perinatal Factors.

Caffeine and theophylline are methylxanthines and nonselective adenosine antagonists commonly used to treat apnea of prematurity. Both human and animal data suggest that xanthines also have clinically important long-term neuroprotective effects in the presence of inflammation in the perinatal period as seen following hypoxic-ischemic brain insults. Moreover, these protective effects appear to be more robust when administered shortly (<48 h) after preterm birth. To evaluate the importance of the postdelivery therapeutic window, we collected and analyzed medical data from preterm infants meeting criteria (23-30 weeks' gestational age [GA]), born at the University of Connecticut Health Center (UCHC), and cared for at the UCHC/Connecticut Children's Medical Center (CCMC) NICU from 1991 to 2017 (n = 858). Eighteen-month follow-up data included cognitive and language scores from the Neonatal Neurodevelopmental Follow-Up Clinic records, with a retention of 81% of subjects (n = 696). Differences were analyzed via multivariate ANOVA and ANCOVA. Analyses showed that infants who received xanthine treatment within the first 48 h after preterm birth showed significantly better 18-month behavioral outcomes than those treated later than 48 h, despite a lack of a priori differences in GA, birth, or length of stay. The positive effect of early xanthine therapy was particularly robust for infants exposed prenatally to the inflammatory conditions of chorioamnionitis and/or preeclampsia. Current findings are consistent with human and animal data, showing that caffeine exerts protective effects, at least in part via attenuation of inflammation. Results add to the evidence supporting routine immediate prophylactic neuroprotective xanthine therapy (i.e., caffeine) in preterm infants. Findings also add important new evidence of the augmented value of caffeine for infants with inflammatory exposure due to mothers with preeclampsia or chorioamnionitis.

Comparison of stroke process measures and clinical outcomes between English and Non-English preferring patients

BackgroundIn the United States, limited English proficiency may reduce the quality of care and worsen outcomes after stroke. The aim was to compare stroke process measures and clinical outcomes between English preferring and non-English preferring stroke patients. Methods/MaterialsThis single-center retrospective cohort study evaluated patients from one United States hospital with acute ischemic stroke between July 2013 and June 2022. The primary outcomes were defect-free care, a composite of 7 stroke process measures, and independent ambulation at hospital discharge. Multivariate logistic regression models quantified the association between language preference and outcomes. Secondary outcomes included individual components of defect-free care, discharge modified Rankin scale, and discharge disposition. ResultsThere were 4,030 patients with acute ischemic stroke identified, of which 2,965 were matched with language data from the electronic medical record. There were 373 non-English preferring patients, among which 76.9% preferred Spanish and 23.1% were non-English, non-Spanish preferring. In the multivariable model, there was no significant association between non-English preference and defect-free care (OR=0.64, 95% CI=0.26-1.59) or independent ambulation at discharge (OR=0.89, 95% CI=0.67-1.17). When compared to Spanish preferring patients, non-English, non-Spanish preferring patients had more severe strokes (P<0.001) but there was no difference in defect-free care or independent ambulation after adjustment. ConclusionOur results suggest that process and clinical outcomes are similar regardless of language preference; although, our data are limited by small numbers of non-English, non-Spanish preferring patients. Additional research is needed among this population.

An Online Survey of Picture Book Reading Practices with Children Between the Ages of 0 and 30 Months

ABSTRACT There is a great deal of variability in how families read and interact with picture books. To understand why reading practices may (or may not) relate to language outcomes, a necessary step to understand what occurs in the home. The goal of this work is to better understand the frequency and nature of picture book reading at home with children between the ages of 0 and 30 months in the United States. In an online survey, 282 caregivers answered questions about their picture book reading habits. Book reading was overall very common. Over 90% of families reported reading at least weekly to their child and nearly 70% reported reading daily, with caregivers of older children reporting reading slightly more frequently than caregivers of younger children. Caregivers also reported reading picture book text as well as a range of extra-textual activities. These textual and extra-textual behaviors varied across families and varied with child age and language skills. This study provides insight into how much, and what kind of linguistic input children encounter during picture book reading, and how this input may vary with age.

Bilingual families and the home literacy environment: An examination of English and ethnic language activities and outcomes

BackgroundAccumulating evidence shows that the home literacy environment (HLE) has a potent and early influence on children's language and literacy development. However, there is a more limited understanding of HLE and its contribution to children's outcomes for simultaneous bilingual children exposed to two languages at home, particularly in the Asian context.MethodsIn this study with 801 six‐year‐old bilingual learners, HLE and language and literacy outcomes were examined in two languages. Children were assessed in their receptive vocabulary, reading and spelling abilities for English plus their ethnic Asian language (Mandarin Chinese, Malay or Tamil) for a subsample of 374 children.ResultsResults from factor analyses suggest that HLE for each language within families had a different latent structure, with three to four factors for English (parent involvement, parent habit, child exploration and shared reading) and three factors for the Asian language (parent involvement, parent habit and child interest). Further path analyses show that shared reading had a negative contribution to English outcomes but a positive influence on Asian language outcomes.ConclusionsFindings extend existing understanding of HLE structure for bilingual language learners from bilingual families. HLE components contributed differently to bilingual language outcomes, with positive contributions of child exploration to English outcomes and of parent habits including shared reading to Asian language outcomes. Negative relationships for shared reading to English outcomes are also evident and suggest that further research on the long‐term effects of HLE is needed.

Early, typical, and late talkers: an exploratory study on predictors of language development in the first two years of life.

The consensus in scientific literature is that each child undergoes a unique linguistic development path, albeit with shared developmental stages. Some children excel or lag behind their peers in language skills. Consequently, a key challenge in language acquisition research is pinpointing factors influencing individual differences in language development. We observed children longitudinally from 3 to 24 months of life to explore early predictors of vocabulary size. Based on the productive vocabulary size of children at 24 months, 30 children met our sample selection criteria: 10 late talkers and 10 early talkers, and we compared them with 10 typical talkers. We evaluated interactive behaviors at 3, 6, 9 and 12 months, considering vocal production, gaze at mother's face, and gestural production during mother-child interactions, and we considered mothers' report of children's actions and gestures and receptive-vocabulary size at 15 and 18 months. Results indicated early precursors of language outcome at 24 months identifiable as early as 3 months in vocal productions, 6 months for gaze at mother's face and 12 months for gestural productions. Our research highlights both theoretical and practical implications. Theoretically, identifying the early indicators of belonging to the group of late or early talkers underscores the significant role of this developmental period for future studies. On a practical note, our findings emphasize the crucial need for early investigations to identify predictors of vocabulary development before the typical age at which lexical delay is identified.

Cultural and Linguistic Adaptation of Parent-Implemented Language Interventions for At-Risk Children: A Systematic Review

ABSTRACT Children from low socioeconomic backgrounds are at an increased risk for delayed language and literacy development. In recognizing the role parents play in children’s language and literacy development, organizations throughout the world are identifying and implementing parent-focused interventions early in children’s lives. Impacting the success of parent-implemented language interventions, however, is the fit with recipient families’ culture. Although cultural and linguistic adaptation is gaining more emphasis in the education field, there is little focus on cultural and linguistic adaptation of parent-implemented language interventions. Twenty-four studies were evaluated for quality and effectiveness and were examined to identify how researchers adapted interventions culturally and linguistically. We further evaluated how researchers addressed social validity in these interventions. Interventions were of medium to high quality and were reported to effectively enhance children’s language and literacy outcomes. Overall, the studies supported the sociolinguistic pride of participants’ culture by using community metaphors and concepts and supported the use of participants’ home language. Twelve studies included an assessment of social validity, primarily in the aspects of intervention procedures and content, and almost exclusively at the end of the intervention. This review emphasizes the importance of adapting parent-implemented language interventions with cultural and linguistic practices of local populations to enhance children’s language outcomes.

PENGARUH MODEL PJBL BERBANTUAN MEDIA QUIZIZZ TERHADAP HASIL BELAJAR BAHASA INDONESIA DI KELAS V SD

The research was prompted by the limited diversity in the application of learning models and the inadequate use of instructional media, leading to unsatisfactory learning results for fifth-grade students at SDN Ngablak 01 Cluwak Pati. This study aimed to investigate the impact of the Problem-Based Learning (PJBL) paradigm, supported by Quizizz media, on the learning outcomes of Indonesian language in fifth-grade students at SDN Ngablak 01 Cluwak Pati. The research methodology utilized a quantitative approach, adopting an experimental procedure with a one-group pretest-posttest design. The population comprised 17 fifth-grade pupils at SDN Ngablak 01 Cluwak Pati. The sampling strategy employed was saturation sampling due to the small population size of less than 30 students, namely 17 fifth-grade kids. Consequently, all fifth-grade classes were included as the sample for this study. Information was gathered utilizing a 10-item multiple-choice assessment tool. The data analysis conducted using SPSS indicated that the utilization of PJBL, supported by Quizizz media, had a noteworthy impact on the academic achievements of fifth-grade students at SDN Ngablak 01 Cluwak Pati in relation to comprehending the primary concept of paragraphs. This effect was demonstrated by the statistical significance of the t-test, with a p-value of 0.00 &lt; 0.05, showing that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. Moreover, during the regression test, the obtained significance value was 0.000, which is less than 0.05. This indicates that there is a significant influence between variable X and variable Y.

Characteristics of Children and Youth Referred for Language Assessment at Different Ages.

Early detection of language delays is essential, as language is key for academic outcomes, well-being, and societal participation. Previous studies have focused on undetected delays in young children. Much less is known about referrals at older ages. In this study, we aimed to (a) establish how many children are referred at toddler age (2-3 years) and how many at lower elementary (4-7 years), upper elementary (8-12 years), and high school (13-16 years) age; (b) evaluate characteristics of the referred children and adolescents across age groups; and (c) assess whether the ensuing classification (no language disorder [LD], developmental LD, LD + additional problems) differed across age groups. We used the 2010-2014 database of the Dutch federation of speech and hearing centers, containing 18,894 cases with target ages. We established the number of referrals in each age group (Q1) and assessed the composition of the age groups in terms of speech, language, behavioral, and cognitive outcomes (Q2), as well as in terms of classification (Q3). To answer Q2 and Q3, we conducted chi-squared analyses with the toddler group as reference group. Late-identified LDs exist: There were new referrals in all age groups. Compared to older age groups, the toddler group contained fewer girls and multilingual children. The toddler group also contained fewer children without an LD and more children with LD + additional problems. Reassuringly, children with multiple language problems are referred earliest. However, late-identified LDs exist, even at high school age. Girls and multilingual children tend to be missed at younger ages. More work on awareness and identification of language delays is needed, requiring awareness, knowledge, and tools for educational professionals.

Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies.

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children's language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.

Caregiver response types and children language outcomes in preschoolers with and without hearing loss in Aotearoa New Zealand

ABSTRACT Recent advances in audiological early intervention and hearing technologies have significantly improved access to spoken language for children with hearing loss (CwHL), but many CwHL require additional support to match the language development of their peers with normal hearing (PwNH). Programmes such as It Takes Two to Talk®, the Hanen Program® and Talking Matters focus on supporting parents to enhance children’s language development in natural environments. Analysis of response types has become a significant trend, facilitated by technological developments like Language ENvironment Analysis (LENA®), which provides uninterrupted recordings and automated calculations of adult–child interactions. This research examined three child language measures, child vocalisation counts, total number of words, and mean length of utterance, comparing CwHL and PwNH. Transcribed excerpts of LENA recordings were coded to determine caregivers’ use of ‘high-level’ responses in exchanges with their children and were correlated with child language outcomes. The results confirm the crucial role of caregiver response types in enhancing child language outcomes and exemplify the bidirectional relationship of caregiver-child interactions. The findings add to the literature to suggest that families and educators would benefit from guidance and coaching to acquire and apply high-level response types during natural spoken language interactions with CwHL.

Outcomes of Aural Rehabilitation Provided in Person or by Telehealth Among Deaf/Hard of Hearing Young Children with Cochlear Implants or Hearing Aids.

Background: Cochlear implants and hearing aids may facilitate the development of listening and spoken language (LSL) in deaf/hard of hearing young children, but they require aural rehabilitation therapy-often unavailable outside urban areas-for optimal outcomes. This trial assessed the relative effectiveness of LSL therapy delivered either in person or by interactive video. The hypothesis was that telehealth service delivery would be noninferior to in-person therapy. Methods: Most parents refused randomization of their children to telehealth or in-person conditions; therefore, randomization was impossible. In consultation with the funder (NIDCD), the study design was modified. Parents were allowed to select their preferred study condition, and the study team was blinded to group membership. Forty-two families were in the in-person group and 35 in telehealth (40 and 30, respectively, after attrition). Primary endpoints were total score, auditory comprehension, and expressive communication on the Preschool Language Scale, 5th edition. There were several secondary speech, hearing, and language outcome measures. Assessments occurred at baseline and at follow-up after 6 months of LSL therapy. Results: Propensity scores were used to create two matched groups. At baseline, groups did not differ on PLS-5 scores. Change from baseline to F/U on age-equivalents for all three scores was nearly identical for both groups, although the telehealth group was younger, on average, than the in-person group. Discussion: Telehealth was noninferior to in-person services for all primary endpoints. For secondary outcomes, neither group demonstrated a significant advantage. Magnitudes of estimated group differences were small, suggesting nonsignificant differences not predominantly because of sample size. The telehealth group showed greater improvement on 15/24 of secondary language outcome measures. The findings provide evidence that telehealth is equivalent to in-person care for providing LSL therapy to young children with cochlear implants and hearing aids.

A mixed-methods evaluation of an ecological systems approach for supporting young children from low-income backgrounds in Singapore

ABSTRACT The number of low-income families in Singapore is increasing. Young children from impoverished backgrounds are at risk of development gaps and challenges. Research has shown that the accumulation of risk factors from adverse childhood experiences can lead to weaker outcomes later in life. The NTUC First Campus (NFC) launched the Child Support Model (CSM) to serve children and families from vulnerable, low-income backgrounds with a range of financial, social and learning support. A 3-year evaluation study using mixed-methods design was conducted to understand the effects of the CSM and the active ingredients in CSM. A cohort of 58 children from families making a monthly income of SGD$3,500 or less participated in the quantitative component where children’s language and cognitive outcomes and classroom engagement were measured at three time points in 2019 (Kindergarten 1) and 2020 (Kindergarten 2). Participating children’s parents and teachers were interviewed in the qualitative component and reported their perspectives and experiences in CSM.

Identifying early language predictors: A replication of Gasparini et al. (2023) confirming applicability in a general population cohort

AbstractBackgroundIdentifying language disorders earlier can help children receive the support needed to improve developmental outcomes and quality of life. Despite the prevalence and impacts of persistent language disorder, there are surprisingly no robust predictor tools available. This makes it difficult for researchers to recruit young children into early intervention trials, which in turn impedes advances in providing effective early interventions to children who need it.AimsTo validate externally a predictor set of six variables previously identified to be predictive of language at 11 years of age, using data from the Longitudinal Study of Australian Children (LSAC) birth cohort. Also, to examine whether additional LSAC variables arose as predictive of language outcome.Methods &amp; ProceduresA total of 5107 children were recruited to LSAC with developmental measures collected from 0 to 3 years. At 11–12 years, children completed the Clinical Evaluation of Language Fundamentals, 4th Edition, Recalling Sentences subtest. We used SuperLearner to estimate the accuracy of six previously identified parent‐reported variables from ages 2–3 years in predicting low language (sentence recall score ≥ 1.5 SD below the mean) at 11–12 years. Random forests were used to identify any additional variables predictive of language outcome.Outcomes &amp; ResultsComplete data were available for 523 participants (52.20% girls), 27 (5.16%) of whom had a low language score. The six predictors yielded fair accuracy: 78% sensitivity (95% confidence interval (CI) = [58, 91]) and 71% specificity (95% CI = [67, 75]). These predictors relate to sentence complexity, vocabulary and behaviour. The random forests analysis identified similar predictors.Conclusions &amp; ImplicationsWe identified an ultra‐short set of variables that predicts 11–12‐year language outcome with ‘fair’ accuracy. In one of few replication studies of this scale in the field, these methods have now been conducted across two population‐based cohorts, with consistent results. An imminent practical implication of these findings is using these predictors to aid recruitment into early language intervention studies. Future research can continue to refine the accuracy of early predictors to work towards earlier identification in a clinical context.WHAT THIS PAPER ADDSWhat is already known on the subject There are no robust predictor sets of child language disorder despite its prevalence and far‐reaching impacts. A previous study identified six variables collected at age 2–3 years that predicted 11–12‐year language with 75% sensitivity and 81% specificity, which warranted replication in a separate cohort.What this study adds to the existing knowledge We used machine learning methods to identify a set of six questions asked at age 2–3 years with ≥ 71% sensitivity and specificity for predicting low language outcome at 11–12 years, now showing consistent results across two large‐scale population‐based cohort studies.What are the potential or clinical implications of this work? This predictor set is more accurate than existing feasible methods and can be translated into a low‐resource and time‐efficient recruitment tool for early language intervention studies, leading to improved clinical service provision for young children likely to have persisting language difficulties.

Disparities in Telehealth Uptake for Developmental-Behavioral Pediatric Assessments by Preferred Family Language: A Developmental Behavioral Pediatrics Research Network Study.

Owing to the coronavirus disease 2019 (COVID-19) pandemic, many developmental-behavioral pediatric (DBP) practices adopted telehealth for care delivery. However, telehealth access and use for families with a preferred language other than English (PLOE) is an equity concern. Therefore, our study objective is to compare rates of telehealth utilization and visit completion by preferred family language among patients seen for DBP assessments during the COVID-19 pandemic. We completed a descriptive chart review using electronic health record data at 4 academic DBP practices to examine visits for patients up to 5 years seen for new-patient appointments between April 2020 and April 2021. We compared rates of in-person and telehealth visits by preferred family language and visit outcome (completed or missed). A total of 3241 visits were scheduled between April 2020 and April 2021; 48.2% were for in-person and 51.8% for telehealth. Families reported the following languages: 90.5% English, 6.2% Spanish, and 3.3% other language. Missed visits accounted for 7.6% of scheduled visits. The relative percentage of in-person versus telehealth visits varied significantly by site (p < 0.001) and preferred family language (p < 0.001). English-speaking patients had 2.10 times the odds of being scheduled for telehealth compared with patients with PLOE, adjusting for site. Statistically significant differences were not found for visit outcome (completed or missed) by visit type (in-person or telehealth) (p = 0.79), including after accounting for PLOE status (p = 0.83). At the height of the pandemic, most English-speaking families were scheduled for new DBP evaluations by telehealth, but fewer families with PLOE were. Attention to language to ensure telehealth access equity is critical.

Subcortical Brain Volumes and Neurocognitive Function in Children With Perinatal HIV Exposure: A Population-Based Cohort Study in South Africa.

Children who are HIV-exposed and uninfected (HEU) are at risk for early neurodevelopmental impairment. Smaller basal ganglia nuclei have been reported in neonates who are HEU compared to HIV-unexposed (HU); however, neuroimaging studies outside infancy are scarce. We examined subcortical brain structures and associations with neurocognition in children who are HEU. This neuroimaging study was nested within the Drakenstein Child Health Study birth cohort in South Africa. We compared (T1-weighted) magnetic resonance imaging-derived subcortical brain volumes between children who were HEU (n = 70) and HU (n = 92) at age 2-3 years using linear regression. Brain volumes were correlated with neurodevelopmental outcomes measured with the Bayley Scales of Infant and Toddler Development III. Compared to HU children, on average children who were HEU had 3% lower subcortical grey matter volumes. Analyses of individual structures found smaller volume of the putamen nucleus in the basal ganglia (-5% difference, P = .016) and the hippocampus (-3% difference, P = .044), which held on adjustment for potential confounders (P < .05). Maternal viremia and lower CD4 count in pregnancy were associated with smaller child putamen volumes. Children who were HEU had lower language scores than HU; putamen and hippocampus volumes were positively correlated with language outcomes. Overall, children who are HEU had a pattern of smaller subcortical volumes in the basal ganglia and hippocampal regions compared to HU children, which correlated with language function. Findings suggest that optimizing maternal perinatal HIV care is important for child brain development. Further studies are needed to investigate underlying mechanisms and long-term outcomes.

The Impact of Self-Regulated Learning and Students’ Learning Styles on Their Learning Outcomes in Arabic Language

The Impact of Self-Regulated Learning and Students’ Learning Styles on Their Learning Outcomes in Arabic Language

Association of domain-general speed of information processing with spoken language outcomes in prelingually-deaf children with cochlear implants

Spoken language development after pediatric cochlear implantation requires rapid and efficient processing of novel, degraded auditory signals and linguistic information. These demands for rapid adaptation tax the information processing speed ability of children who receive cochlear implants. This study investigated the association of speed of information processing ability with spoken language outcomes after cochlear implantation in prelingually deaf children aged 4–6 years. Two domain-general (visual, non-linguistic) speed of information processing measures were administered to 21 preschool-aged children with cochlear implants and 23 normal-hearing peers. Measures of speech recognition, language (vocabulary and comprehension), nonverbal intelligence, and executive functioning skills were also obtained from each participant. Speed of information processing was positively associated with speech recognition and language skills in preschool-aged children with cochlear implants but not in normal-hearing peers. This association remained significant after controlling for hearing group, age, nonverbal intelligence, and executive functioning skills. These findings are consistent with models suggesting that domain-general, fast-efficient information processing speed underlies adaptation to speech perception and language learning following implantation. Assessment and intervention strategies targeting speed of information processing may provide better understanding and development of speech-language skills after cochlear implantation.

Exploring Similarities and Differences Between Shyness and Social Anxiety: An Analysis of Their Relations with Social Emotional and Language Outcomes in Hong Kong Kindergarteners

AbstractThis study investigates the similarities and differences between Hong Kong kindergarteners’ shyness and social anxiety and their possible relations with social emotional adjustment and the development of receptive language abilities. Data were collected from three kindergartens, with 71 children (mean age = 52.6 months, SD = 7.28; 48% boys) and their major caregivers participating at two time points, six months apart. Findings showed that children’s shyness and social anxiety levels were strongly correlated, and both were moderately correlated with children’s social emotional difficulties. Interestingly, children’s shyness uniquely predicted social emotional difficulties beyond social anxiety, but children’s social anxiety did not significantly predict their difficulties beyond shyness. Additionally, neither shyness nor social anxiety were found to be associated with children’s Cantonese receptive language skills. Our results highlight the strong similarities between shyness and social anxiety. Given the intricate interplay among the constructs examined in this study, more research is needed to further understand their relations and interactions. This knowledge may help educators to identify appropriate intervention targets to facilitate better language outcomes among shy and socially anxious kindergarteners.

A METHOD OF APPLICATION CASE METHOD AND TEAM BASED PROJECT IN IMPROVING THE QUALITY OF RESEARCH COURSE LEARNING LANGUAGE AND LITERATURE PROGRAM IN EDUCATION STUDIES INDONESIAN LANGUAGE AND LITERATURE

This research was carried out at the Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education Tadulako University, odd semester 2021/2022. The purpose of this study was (1) to determine the application of the Case Method and Team Based Project (CM-TBPj) methods in learning Indonesian Language and Literature Research courses for Indonesian Language and Literature Education Study Program students. (2) to determine the quality of learning outcomes of Indonesian Language and Literature Research courses for Indonesian Language and Literature Education Study Program students through the application of Case Method and Team Based Project (CM-TBPj). This type of research is classroom action research. The flow of this research activity consists of two lines, the first is a case method and a team based project, which is preceded by developing a case framework that will be used in the study of Language and Literature Research courses, then followed by collecting an evaluation test of the quality of learning after the case scenario has been carried out. Data was collected using test and non-test techniques. The research data is in the form of the CM-TBPj learning planning design and its implementation is observed and assessed by peers using the CM-TBPj learning planning and implementation instrument in Indonesian Language and Literature Research learning. The results showed that the planning of CM-TBPj was very well designed with a score of 3.5 and the implementation of CM-TBPj in Indonesian Language and Literature Research learning was carried out very well with a score of 4.0. The results also show that CM-TBPj-based Indonesian Language and Literature Research Learning activities can create an authentic, collaborative, and participatory learning atmosphere in solving real problems/cases in Indonesian Language and Literature Research to achieve course learning objectives (CPMK) with a value of the average student learning outcomes Study Group 1 = 85 (A), Study Group 2 = 88 (A), Study Group 3 = 87 (A), Study Group 4 = 88 (A), and Study Group V = 90 (A ).