Preschool Receptive-Expressive Language Scale Research Articles

Psychoeducational Profile-Revised, Korean Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition, and the Vineland Adaptive Behavior Scale, Second Edition: Comparison of Utility for Developmental Disabilities in Preschool Children.

This study aimed to compare the utility of the Psychoeducational Profile-Revised (PEP-R), Korean Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (K-WPPSI-IV), and Vineland Adaptive Behavior Scale, Second Edition (VABS-II) for evaluating developmental disabilities (DD) in preschool children. Additionally, we examined the correlations between the PEP-R, KWPPSI- IV, and VABS-II. A total of 164 children aged 37-84 months were assessed. Children's development was evaluated using the PEP-R, K-WPPSIIV, VABS-II, Preschool Receptive-Expressive Language Scale, and Korean Childhood Autism Rating Scale, Second Edition. Of the 164 children, 103 had typical development (TD) and 61 had DD. The mean of the PEP-R Developmental Quotient (DQ), K-WPPSI-IV Full-Scale Intelligence Quotient (FSIQ), and VABS-II Adaptive Behavior Composite (ABC) scores were significantly higher in the TD group than in the DD group (p<0.001). The estimated area under the curve of the PEP-R DQ, K-WPPSI-IV FSIQ, and VABS-II ABC scores was 0.953 (95% confidence interval [CI]=0.915-0.992), 0.955 (95% CI=0.914-0.996), and 0.961 (95% CI=0.932- 0.991), respectively, which did not indicate a statistically significant difference. The PEP-R DQ scores were positively correlated with the K-WPPSI-IV FSIQ (r=0.90, p<0.001) and VABS-II ABC scores (r=0.84, p<0.001). A strong correlation was observed between the KWPPSI- IV FSIQ and VABS-II ABC scores (r=0.89, p<0.001). This study found that the PEP-R, K-WPPSI-IV, and VABS-II effectively distinguished DD from TD in preschool children, and no significant differences in utility were observed between them.

A Study of Validity and Satisfaction of Tele-assessment

Objectives: This study aims to examine the validity of two types of remote language screening tests (indirect questionnaire type vs direct observational type), and differences in performance of children as well as satisfaction of their mothers between these two types of remote language screening test. Methods: In total 40 children without any language deficits aged 3 to 6 and their mothers participated in this study. For statistical analysis, a Pearson correlation was conducted between the remote language screening tests (indirect questionnaire type and direct observation type); a PRES (Preschool Receptive-Expressive Language Scale) to find out the concurrent validity, and a paired t-test was conducted to find out if there are significant differences in the performance of the children and satisfaction of their mothers between the two types of screening tests. Additionally as a qualitative analysis, mothers’ preference among two types of the test was asked using an open ended survey. Results: The two types of tests (indirect, direct) showed strong positive correlation with one another. Regarding concurrent validity, both test types showed strong positive correlation with a standardized language test as well. There was no significant difference between the two types in both the performance of the children and the satisfaction of mothers as well. However, 85% percent of mothers preferred the direct observation type citing better accuracy as their reasoning. Conclusion: It is hoped that remote language screening tests can contribute to the implementation of non-face-to-face screening in clinical settings since it is highly validated. Furthermore both two types of tests can be used and complement each other.

Association Between the Language Development and Behavioral-Emotional Problems in Children With Ankyloglossia

Background and Objectives The study attempted to clarify the correlation between the degree of behavioral-emotional problems and language development in patients with ankyloglossia and to identify pre- and post-operative changes in pronunciation, language, and behavioral- emotional problems.Subjects and Method This prospective cohort study was conducted at a tertiary academic center. Patients with ankyloglossia exhibiting articulation disorders were divided into normal and language delay groups according to the degree of language development. Articulation was evaluated using the Korean-specific Urimal Test of Articulation and Phonation (U-TAP), and language development was evaluated using the Preschool Receptive-Expressive Language Scale (PRES). The difference in the degree of behavioral-emotional development between the two groups was analyzed using the Strengths and Difficulties Questionnaire test. Moreover, changes in articulation, language development, and behavioral-emotional development scores were compared before and 3 months post-operatively in the two groups.Results Thirty patients with ankyloglossia were enrolled and classified into the normal group (n=11) and language delay group (n=19). Children of the language delay group exhibited significantly delayed improvements in emotional symptoms compared to those in the normal group (2.55±1.04 vs. 1.68±1.49 in language delay vs. normal group, respectively; p=0.037). The UTAP and PRES test scores were improved three months post-operatively in the entire group, but there was no significant difference after surgery when compared between the two groups.Conclusion Behavioral-emotional development was delayed in patients with ankyloglossia accompanied by language delay. Furthermore, articulation and language development improved three months after frenoplasty in all patients. However, behavioral-emotional development was delayed in patients with ankyloglossia accompanied by language delay.

Correlation of Language Assessment Batteries of Toddlers With Developmental Language Delay

To analyze the correlation between standardized language assessment batteries of toddlers and developmental language delays. A total of 319 children with suspected language developmental delays were enrolled in this study retrospectively. They underwent the Receptive and Expressive Vocabulary Test (REVT) for vocabulary development assessment and at least one of two language assessment batteries: The Sequenced Language Scale for Infants (SELSI) or the Preschool Receptive-Expressive Language Scale (PRES) for language development assessment. The correlation of the results for receptive and expressive language between the scales were analyzed. The participants were divided into two groups: SELSI and REVT (n=45) and PRES and REVT (n=273). When the children's results were classified into groups (average, mild delay, and delay), receptive and expressive scores were significantly correlated with each other in both SELSI-REVT and PRES-REVT groups. In addition, the correlation of mean developmental age between tests are analyzed. In the SELSI-REVT group, there was weak correlation of mean developmental age between tests for receptive and expressive language. In the PRES-REVT group, there was a strong positive correlation of mean developmental age for receptive and expressive language in children aged >36 months. Attention deficits during the test was found to be the statistically significant factor affecting the differences between the tests. The odds ratios for receptive and expressive language were 2.60 (95% confidence interval,1.15-5.84) and 1.94 (95% confidence interval, 1.15-3.27), respectively. This study examined the correlations and influencing factors between language development evaluation tools for toddlers. An integrated interpretation of comprehensive language and vocabulary evaluation tools may be possible in children older than 3 years of language developmental age.

Clinical Utility of Repeated Urimal Test of Articulation and Phonation for Patients with Childhood Apraxia of Speech.

Childhood apraxia of speech (CAS) causes inconstant oromotor production. We investigated the clinical efficacy of repeated urimal test of articulation and phonation (U-TAP) in CAS patients. Twenty-eight children were recruited: 19 with CAS and 9 with functional articulation disorder (FAD). Four age-matched typically developing children were also recruited. U-TAP was performed twice repeatedly, and the error rate of consonant accuracy (CA) was measured. Preschool Receptive-Expressive Language Scale (PRES) was also performed. The mean U-TAP CA showed a significant difference between the three groups, with 42.04% for CAS, 77.92% for FAD, and 99.68% for the normal group (p < 0.05). The mean difference between the two U-TAP CAs was 10.01% for CAS, 0.82% for FAD, and no difference for the normal group, revealing a significant intergroup difference between CAS and FAD (p < 0.05). For the expressive and receptive PRES scores, CAS group showed significantly decreased results compared to FAD and normal group. Only in the CAS group, expressive PRES showed significant decrease rather than receptive PRES score. The CAS group showed a significant difference in the two U-TAP CA compared to the FAD and normal groups. This result implies that repeated U-TAP can be useful for supportive diagnostic tool for CAS by detecting poor reliability of phonation.

Effect of Anodal Transcranial Direct Current Stimulation Combined With Cognitive Training for Improving Cognition and Language Among Children With Cerebral Palsy With Cognitive Impairment: A Pilot, Randomized, Controlled, Double-Blind, and Clinical Trial.

About 30–45% of cerebral palsy (CP) patients have cognitive impairment. Previous studies showed the evidence that transcranial direct current stimulation (tDCS) may have some benefits in attention-deficit/hyperactivity disorder, autism spectrum disorder, and motor development in CP. The aim of this study is to evaluate the effect of tDCS on cognition, language, and activities of daily living (ADL) among children with CP with cognitive impairment. It was a pilot, randomized, controlled, double-blind, clinical trial in a tertiary pediatric hospital, and 13 children with CP and a cognitive age under 42 months were enrolled. tDCS group (n = 8) had active tDCS and cognitive training (20 min/session, total 20 sessions, for 12 weeks) and sham group (n = 5) had sham tDCS and cognitive training. Primary outcome was the Bayley Scales of Infant Development II (BSID II). Secondary outcomes were the Pediatric Evaluation of Disability Inventory (PEDI), the Laboratory Temperament Assessment Battery (Lab-TAB), the Early Childhood Behavior Questionnaire (ECBQ), the Korean version of MacArthur–Bates Communicative Development Inventories (M-B CDI-K), the Sequenced Language Scale for Infants (SELSI) and the Preschool Receptive-Expressive Language Scale (PRES). After intervention, the tDCS group showed significant improvements in all measurements (p < 0.05) except the M-B CDI-K (grammar), whereas the sham group only showed significant improvements in the Lab-TAB (manipulation domain), the ECBQ (attentional shifting), and the M-B CDI-K (comprehension). The between-group differences in the degree of post-intervention improvement were not statistically significant. The degree of improvement was associated with better baseline cognitive function and younger age (p < 0.05). There were no major adverse events after tDCS. The combined application of tDCS and cognitive training was feasible and associated with improvements in cognitive function, ADL, and language among children with CP with cognitive impairment. However, considering that it is a pilot study, further larger-scale systematic investigation is needed.Clinical Trial Registration: The trial was registered in the Clinical Research Information Service database, identifier: KCT0003023.

A Comparative Analysis of Clinical Screening Test and Language Specific Test in Language Delay Children.

The aim of this study was to investigate the usefulness of a clinical screening test [the Korean Infant and Child Developmental Test (KICDT)] compared to language specific tests: the sequenced language scale for infant (SELSI) and the Preschool Receptive-Expressive language Scale (PRES) in children with delayed language development. A retrospective chart review was conducted on 615 children who visited the Department of Pediatrics at Chonbuk National University Hospital from January 2013 to December 2016. All patients were evaluated with KICDT as a clinical screening test and SELSI or PRES as a language specific test. Language Developmental Quotients (LDQs) from the KICDT were compared with the Receptive Language Quotient (RLQ) and expressive language quotient (ELQ) from the SELSI or PRES. The sensitivity, specificity and predictive values of LDQ of KICDT were calculated by comparing with SELSI/PRES. Language DQs from the KICDT were significantly correlated with the RLQ (r=0.706), ELQ (r=0.768), and total language quotient (TLQ) (r=0.766) from the SELSI/PRES (p<0.05). In cross tabulation, the patients belonging to the retardation groups in both KICDT and SELSI/PRES were 417 (67.8%). Otherwise, patients belonging to the normal group in KICDT but not in SELSI/PRES were 151 (24.6%). Sensitivity and specificity of LDQ of KICDT relative to SELSI/PRES were 72.3% and 92.2% respectively (p<0.05). Our data suggests that clinical screening tests alone, not cumbersome language specific tests, can determine language developmental delays in children.

Correlations Between Values of Articulation Tests and Language Tests for Children With Articulation Disorder in Korea.

ObjectiveTo evaluate correlations between values of articulation tests and language tests for children with articulation disorder in Korea.MethodsData of outpatients with chief complaint of an articulation problem were retrospectively collected. Patients who underwent Urimal Test of Articulation and Phonation (U-TAP) with Assessment of Phonology and Articulation for Children (APAC), Preschool Receptive-Expressive Language Scale (PRES), or Receptive and Expressive Vocabulary Test (REVT) simultaneously were identified. Patients whose word-level percentages of correct consonants in U-TAP (UTAP_wC) were more than 2 standard deviations below the mean as diagnostic criteria for articulation disorder were selected. Those whose receptive language age (P_RLA), expressive language age (P_ELA), or combined language age (P_CLA) in PRES was delayed more than 24 months compared to their chronological age in months as diagnostic criteria for language disorder were excluded.ResultsThirty-three children aged 3–6 years were enrolled retrospectively. PRES and U-TAP showed significant correlations for most of value relationships. PRES and APAC showed significant correlations for all value relationships except for receptive language age. All values of REVT were significantly correlated with all values from U-TAP, but not with any value from APAC. Articulation tests U-TAP and APAC showed significant correlations between percentages of correct consonants. Language tests PRES and REVT showed significant correlations for all value relationships.ConclusionThis study suggests that articulation abilities and language abilities might be correlated in children with articulation disorder.

Effects of Therapeutic Horseback Riding on Cognition and Language in Children With Autism Spectrum Disorder or Intellectual Disability: A Preliminary Study.

ObjectiveTo investigate if therapeutic horseback riding (THR) can improve language and cognitive function in children with autism spectrum disorder (ASD) or intellectual disability (ID).MethodsWe conducted a prospective case-control study on children diagnosed with ASD or ID. Eighteen and 11 children were enrolled for THR and control groups, respectively. For 8 weeks, those in the THR group underwent conventional therapy plus 30 minutes of THR per week while controls only received conventional therapy. Participants’ language (using Receptive and Expressive Vocabulary Test [REVT] and Preschool Receptive-Expressive Language Scale [PRES]) and cognitive abilities (using Kaufman Assessment Battery for Children [K-ABC] and the cognitive domain of Bayley Scales of Infant Development-II [BSID-II]) were assessed at baseline and at 8 weeks after treatment.ResultsThere was no baseline difference between the two groups. In the THR group, there were statistically significant improvements in most domains after THR including receptive and expressive language and cognition compared to those before THR. In the control group, however, only receptive vocabulary ability assessed by REVT and cognitive function assessed by BSID-II showed improvements after conventional therapy. However, there were no statistically significant differences in language or cognitive abilities between the two groups at 8 weeks after treatment.ConclusionThese results suggest that THR might improve language and cognitive abilities. Although the mechanisms and pathways involved in such improvements are currently unclear based on our findings, THR might have potential to optimize language and cognitive abilities of children with ASD and ID.

Effects of Copy Number Variations on Developmental Aspects of Children With Delayed Development.

ObjectiveTo determine effects of copy number variations (CNV) on developmental aspects of children suspected of having delayed development.MethodsA retrospective chart review was done for 65 children who underwent array-comparative genomic hybridization after visiting physical medicine & rehabilitation department of outpatient clinic with delayed development as chief complaints. Children were evaluated with Denver Developmental Screening Test II (DDST-II), Sequenced Language Scale for Infants (SELSI), or Preschool Receptive-Expressive Language Scale (PRES). A Mann-Whitney U test was conducted to determine statistical differences of developmental quotient (DQ), receptive language quotient (RLQ), and expressive language quotient (ELQ) between children with CNV (CNV(+) group, n=16) and children without CNV (CNV(–) group, n=37).ResultsOf these subjects, the average age was 35.1 months (mean age, 35.1±24.2 months). Sixteen (30.2%) patients had copy number variations. In the CNV(+) group, 14 children underwent DDST-II. In the CNV(–) group, 29 children underwent DDST-II. Among variables, gross motor scale was significantly (p=0.038) lower in the CNV(+) group compared with the CNV(–) group. In the CNV(+) group, 5 children underwent either SELSI or PRES. In the CNV(–) group, 27 children underwent above language assessment examination. Both RLQ and ELQ were similar between the two groups.ConclusionThe gross motor domain in DQ was significantly lower in children with CNV compared to that in children without CNV. This result suggests that additional genetic factors contribute to this variability. Active detection of genomic imbalance could play a vital role when prominent gross motor delay is presented in children with delayed development.

The clinical aspect of delayed development in the children with copy number variations

Microarray-based comparative genomic hybridization (array CGH) has been widely adopted as a valuable clinical diagnostic test for children with delayed development. Bradley P. Coe et al. suggested copy number variants (CNVs) are associated with many neurocognitive disorders. Hence, overall development was measured between two groups divided by array CGH results. A retrospective chart review was done in 42 children who underwent array CGH after visiting PM&R Department outpatient clinic with delayed development as chief complaints. Children were evaluated for Denver Developmental Screening Test (DDST), Sequenced Language Scale for Infants (SELSI)/Preschool Receptive-Expressive Language Scale (PRES). A Mann-Whitney U test was conducted to determine statistical differences of Developmental Quotient (DQ), Receptive Language Quotient (RLQ) and Expressive Language Quotient (ELQ) between two groups: 14 children with CNVs and 28 children without CNVs. DDST showed that personal social and language DQ were higher and fine motor and gross motor were lower in CNV (+) group than in CNV (−) group, but the difference was not statistically significant. All 22 children who underwent SELSI or PRES showed delayed language in all domains and RLQ and ELQ were higher in CNV (+) group than in CNV (−) group and the difference was statistically significant for ELQ ( P < 0.05). In the CNV (+) group, ELQ was assessed higher than RLQ; In the CNV (−) group, ELQ was assessed lower than RLQ, but statistical significance was not observed in both inter-group. DQ in all domains was not significantly lower in children with CNV compared to children without CNV. However, tendency of milder delay of ELQ was observed in children with CNV. Active detection of genomic imbalance could play some vital role in assessing development aspect in children with delayed development.

Diffusion tensor tractography in children with developmental language delay

Objective: Diffusion tensor tractography (DTT) is valuable for confirming the connectivity between functional cortical regions by a noninvasive method. This object is to evaluate language pathway in Korean speaking children for delayed language development by means of DTT. Methods: Patients were identified retrospectively with the chief complaint of delayed speech and diagnosis of developmental language delay established by sequenced language scale for infant (SELSI) or preschool receptive-expressive language scale (PRES). MR imaging of the brain performed at 3T, including 30 direction diffusion tensor imaging (DTI) with win 1 month of the above speech evaluation. Results: This study included 16 children with developmental language delay. The mean age was 43 months (standard deviation: 21 months; range: 21–96 months) with 6 born prematurely, 10 males, and 6 females. On brain imaging, 10 (63%) demonstrated normal structure but all of them showed decreased volume in bilateral hemisphere or hemispheric asymmetry of ILF and 9 (90%) showed those findings of IFOF. Inappropriate AF was shown in 6 (60%) children. Five (50%) demonstrated focal deficit of CC on midbody or splenium area. The speech ability of ten who showed normal structure on brain imaging was estimated under 1%ile. Conclusion: The current study examined the WM microstructure changes in children with delayed language development. Based on DTT data, non-conventional language area connections such as IFOF, ILF which represents components of ventral language pathway showed strong relationship to speech disability in children including the cases under normal brain structure.

Usefulness of the Korean Developmental Screening Test for infants and children for the evaluation of developmental delay in Korean infants and children: a single-center study.

PurposeTo evaluate the usefulness of the Korean Developmental Screening Test (K-DST) for infants and children for developmental delay assessment.MethodsThis study was based on retrospective studies of the results of the K-DST, Preschool Receptive-Expressive Language Scale (PRES), Sequenced Language Scale for Infants (SELSI), Childhood Autism Rating Scale (CARS), Modified Checklist for Autism in Toddlers (M-CHAT), electroencephalography, magnetic resonance imaging, and extensive tests conducted in 209 of 1,403 patients, of whom 758 underwent the K-DST at the Korea University Guro Hospital between January 2015 and December 2016 and 645 were referred from local clinics between January 2015 and June 2016.ResultsBased on the K-DST results, the male children significantly more frequently required further or follow-up examination than the female children in most test sections, except for gross motor. The male children had notably lower mean scores than the female children. The PRES/SELSI results showed that when more further or follow-up evaluations were required in the K-DST communication section, significantly more problems in language delay or disorder emerged. When further or follow-up evaluation was required in the cognitive section in the CARS/M-CHAT, the possibility of autism increased significantly. A child tended to score low in the CARS test and show autism when further or follow-up evaluation was recommended in the K-DST.ConclusionThis study demonstrated the usefulness of the K-DST as a screening test early in the development of infants and children in Korea. Data of normal control groups should be examined to determine the accuracy of this investigation.

요리활동을 통한 언어중재가 언어발달지연을 보이는 유아의 언어능력 향상에 대한 연구

본 연구는 요리활동을 통한 언어중재가 언어발달지연을 보이는 유아의 언어능력 향상에 대해 알아보고 현장에서의 효율적인 교수학습 및 환경구성을 마련하는데 연구의 목적을 두고 있다. 연구대상은 서울시에 위치한 E아동발달센터에 재원 중인 만3세 유아 3명(남아 2명, 여아 1명)을 대상으로 각 연령 별 발달을 고려한 주제를 각각 선정하여 요리활동을 통한 언어중재를 실행하였다. 언어중재는 1주에 1회 50분씩 총 25회에 거쳐 실시하였고, 어휘는 요리동사 및 명사가 골고루 분포되도록 하였다. 자료 분석은 그림 어휘력검사(PPVT-R), 취학 전 아동의 수용언어(RLA) 및 표현언어(ELA) 발달 검사(PRES)를 사전 사후 검사를 실시하였고, 결과를 요약하면 다음과 같다. 요리활동을 통한 언어중재를 언어발달지연을 보이는 유아에게 실시한 결과 어휘력, 수용언어, 표현언어, 통합언어 모두 정상언어발달수준에 도달하였음을 알 수 있었다. 이러한 결과는 요리활동을 통한 언어중재가 언어발달지연을 보이는 만3세 유아들에게 긍정적인 영향을 주는 활동임을 시사하고 있다. 따라서 요리활동은 유아의 능동적인 참여와 흥미를 유발 시킬 수 있으며, 다양한 경험을 통해 언어능력을 신장 시킬 수 있다고 본다. Language intervention through cooking activity programs is designed to provide an efficient teaching method and improved educational environment in the field of teaching. This program addresses the effects of this program on the language development of three three-year-old infants (M;2, F;1) in the Center in Seoul. A cooking topic suitable for the age of this group was selected. The language Intervention was conducted for 50 minutes per week for a total of 25 times, and made use of vocabulary, verbs and nouns related to cooking which were evenly distributed. In this study, the Peabody Picture Vocabulary Test-Revised (PPVT-R), receptive language age (RLA) and expressive language age (ELA), and Preschool Receptive-Expressive Language Scale (PRES) were used to analyze the collected data. After the study, the cooking activity was accomplished with normal development outcomes appearing in the ability of vocabulary, receptive language, expressive language, and integrated language. There is now a solid evidence base supporting the efficacy of cooking activity in producing positive outcomes in the language development of language delayed infants. Consequently, cooking can induce their active participation and interest and extend their language abilities through various experiences.

Print Concepts Development in 2- to 3-Year-Old Children

Purpose: As research results suggest that children’s literacy continues until school age and interest about print concepts, which is one of the factors of literacy increases, research into the correlation with linguistic ability is also increasing, but there is little research targeting 2- to 3-year-old children. This study tried to identify the print concept ability of 2- to 3-year-old children and to show the correlation with the language ability. Methods: The research subjects included 19 children aged 2 to 3 years old living in Seoul and the Gyeonggi region and who were reported by their main caregivers or teachers to have no hearing problems or medical history. In order to measure the print concepts and language ability of the children, the Concepts About Print (CAP) test and Preschool Receptive-Expressive Language Scale (PRES) were used. Results: First, as age increased, print concept scores were statistically significantly higher (p<.001). Second, as print concept scores increased, receptive and expressive language ability were statistically significantly higher (p<.05). Conclusions: These results show how 2- to 3-year-old children’s print concepts develop and which part of the print concepts shows more development and difficulty. In addition, the conclusion that print concepts and language ability affect each other shows that this study could serve as a foundation to think about an effective approach toward print concepts in early childhood and caregiver’s attitudes, which affect children's language development.

The Comparison of M-B CDI-K Short Form and K-ASQ as Screening Test for Language Development.

ObjectiveTo investigate the usefulness of the communication domain in the Korean version of Ages and Stages Questionnaire (K-ASQ), and short form of the Korean version of MacArthur-Bates Communicative Development Inventories (M-B CDI-K), as screening tests for language developmental delay.MethodsData was collected between April 2010 and December 2013, from children who visited either the Department of Physical Medicine and Rehabilitation or the Developmental Delay Clinic, presenting with language development delay as their chief complaint. All the children took the short form of M-B CDI-K and K-ASQ as screening tests, and received diagnostic language assessments including Sequenced Language Scale for Infants (SELSI) or Preschool Receptive-Expressive Language Scale (PRES).ResultsA total of 206 children, mean age 29.7 months, were enrolled. The final diagnoses were developmental language disorder, global developmental delay, autism spectrum disorder, cerebral palsy, etc. The M-B CDI-K short form and the communication domain of the K-ASQ had 95.9% and 76.7% sensitivity, and 82.4% and 85.3% specificity, with regards to diagnostic language assessments. The M-B CDI-K short form showed higher negative predictive value and better accuracy than the communication domain of the K-ASQ.ConclusionThe screening ability of K-ASQ was not sufficient for children with language development delay, and the M-B CDI-K short form should be implemented for additional screening.

유아의 언어능력, 정서조절이 또래괴롭힘 피해에 미치는 영향: 교사-유아 갈등 관계의 조절 및 매개 효과

Abstract This study examined the moderating and mediating effects of teacher-child conflict relationship among child’s language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child’s emotional regulation, peer victimization and teacher-child relationship. Child’s language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child’s language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child’s receptive language ability and teacher-child conflict relationship predicated peer victimization. Child’s language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child’s emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.Key words : Emotional regulation, Language ability, Peer victimization, Teacher-child relationship

Assessment of Children with Language Developmental Delay: Korean Infant and Child Development Test (KICDT) and Preschool Receptive-Expressive Language Scale (PRES), Sequenced Language Scale for Infant (SELSI)

Assessment of Children with Language Developmental Delay: Korean Infant and Child Development Test (KICDT) and Preschool Receptive-Expressive Language Scale (PRES), Sequenced Language Scale for Infant (SELSI)

The Usefulness of M-B CDI-K Short Form as Screening Test in Children With Language Developmental Delay.

ObjectiveTo investigate the usefulness of MacArthur-Bates Communicative Development Inventories-Korean (M-B CDI-K) short form as a screening test in children with language developmental delay.MethodsFrom April 2010 to May 2012, a total of 87 patients visited the department of physical medicine and rehabilitation of National Health Insurance Service Ilsan Hospital with the complaint of language developmental delay and were enrolled in this study. All patients took M-B CDI-K short form and Sequenced Language Scale for Infants (SELSI) or Preschool Receptive-Expressive Language Scale (PRES) according to their age.ResultsThe study group consisted of 58 male patients and 29 female patients and the mean age was 25.9 months. The diagnosis are global developmental delay in 26 patients, selective language impairment in 31 patients, articulation disorder in 7 patients, cerebral palsy in 8 patients, autism spectrum disorder in 4 patients, motor developmental delay in 4 patients, and others in 7 patients. Seventy-one patients are diagnosed with language developmental delay in SELSI or PRES and of them showed 69 patients a high risk in the M-B CDI-K short form. Sixteen patients are normal in SELSI or PRES and of them showed 14 patients non-high risk in the M-B CDI-K short form. The M-B CDI-K short form has 97.2% sensitivity, 87.5% specificity, a positive predictive value of 0.97, and a negative predictive value of 0.88.ConclusionThe M-B CDI-K short form has a high sensitivity and specificity so it is considered as an useful screening tool in children with language developmental delay. Additional researches targeting normal children will be continued to supply the specificity of the M-B CDI-K short form.

The Relationship between Temperament and Resilience in Preschool Children from Low-Income Families: The Moderating Effect of Maternal Warmth

The object of this study is to examine the relationship between temperament (emotionality, activity, sociability, and shyness) and the resilience (social competence and language ability) of preschool children from lowincome families and the moderating effect of maternal warmth. The subjects were 86 low-income preschool children (42 girls and 44 boys; mean age, 70.57 months), their mothers and teachers, recruited from five daycare centers in Namyangju city and Ansan city located in Gyeonggi-do area. Each child’s language ability was individually assessed with with the standardized measure, Preschool Receptive-Expressive Language Scale (PRES) and their teachers reported on children’s social competence and parents reported on their child’s temperament by questionnaire. The collected data was analyzed by correlation analysis and hierarchical regression. The main results of this study were as follows. First, children’s emotionality in temperament and maternal warmth had main effects on social competence. Second, only monthly income level and sex had main effects on language ability. Third, maternal warmth moderated the effects of children’s shyness in temperament on social competence and language ability as resilience. Findings could provide basic information for programs to promote resilience in preschool children from low-income families.