Receptive Language Skills In Children Research Articles

Early parenting styles and children’s social skills in China: a longitudinal exploration of mediating mechanism

ABSTRACT This study examines the development of children's social skills during the crucial transition from kindergarten to grade school. It explores the long-term connection between parenting styles and children's social skills. This study conducted a three-year longitudinal survey involving 121 children and their parents. The results show that early authoritative parenting styles were significant positive associated with children's social skills in second grade, and early authoritarian parenting styles were significant negative associated with children's social skills in second grade. Child-parent relationship closeness and receptive language skills mediate the association between early parenting styles and second-grade children's social skills. We propose that improving the closeness of the child-parent relationship and enhancing children's receptive language skills could effectively enhance children's social skills. This provides theoretical support for intervention programmes aimed at improving children's social skills.

Perkembangan Kemampuan Bahasa Reseptif Anak Usia 4-5 Tahun Melalui Penerapan Metode Read Aloud

Receptive language ability needs to be considered in early childhood, so that listening to understand the language that children hear. This study aims to describe the application of the read-aloud method in TK Islam El-Fash, South Tangerang City, its role in children's receptive language development of children aged 4-5 years. This research uses qualitative, with descriptive research methods, with 5 research participants. The data collection techniques used observation, interviews, and documentation. The result indicates the application of the read-aloud method with the teacher's consideration in choosing picture storybooks based on picture storybooks that are chosen to have fewer words, more pictures, and story content adapted to the conditions and the child's immediate environment, child involvement choosing story ideas. There are supporting factors, training that teachers have received, the availability of library space, and children's reading books. The inhibiting factors are if at the beginning of the school year, conditioning motivation is needed so that children are orderly when the teacher applies the read-aloud method and the need for a quality reading book collection. The impact of applying the read-aloud method can develop children's receptive language skills.

PENGARUH METODE MODELLING TERHADAP KEMAMPUAN BAHASA RESEPTIF PADA ANAK GANGGUAN PENDENGARAN UMUR TUJUH SAMPAI SEPULUH TAHUN DI SLB B YAYASAN REHABILITASI ANAK TUNA RUNGU WICARA

Not all hearing impaired children can understand speech just by reading lips. That way, it requires the right way to improve receptive language skills, one of which is using the modeling method. By using the modeling method, it is hoped that children will more easily understand what other people are saying.The aim of this study was to determine the effect of the modeling method on receptive language skills in children with hearing loss aged seven to ten years. The type of research used is quantitative with a one-group pre and post test only design. The data collection technique uses total sampling with a sample of 8 respondents. The research instrument used was ROWPVT (Receptive One-Word Picture Vocabulary Test) and the modeling method module. The results of the pair t-test test obtained a significance of 0.000 which stated that there was an influence of the modeling method in improving receptive language skills in children with hearing loss. The correlation coefficient (r) obtained a result of 0.996 indicating a very strong influence between the modeling method and receptive language. Based on data analysis, the modeling method has an effect on improving receptive language skills in children with hearing loss.

Hubungan Pengetahuan Orangtua tentang Perkembangan Bahasa dengan Kemampuan Bahasa Reseptif pada Autism Spectrum Disorder (ASD) di Pusat Layanan Disabilitas dan Pendidikan Inklusif Kota Surakarta

ABSTRACT Background: Parents' knowledge of language development is one of the factors that influence children's language skills. Parents' knowledge needs to be increased by knowing the development of each language in each period of life, so that children will get their right to care, especially in language development which will determine their next life. Objectives: Describe the knowledge of parents about language development, describe the receptive language skills in children with Autism Spectrum Disorder (ASD) and to analyze the relationship between knowledge of parents about language development and receptive language skills in children with Autism Spectrum Disorder at Pusat Layanan Disabilitas dan Pendidikan Inklusif Kota Surakarta. Method: The type of research used is quantitative research with a cross sectional design. The sampling technique used purposive sampling with the number of respondents as many as 30 respondents. The statistical test used in this study is the Spearman’s rho. Results: The Spearman's rho test results, the results obtained were a ρ value of 0.016 or a ρ value <0.05, had a correlation coefficient (r) of 0.435 which was in the medium category, and had a unidirectional correlation direction. Conclusion: There is a positive correlation or relationship and moderate category between parental knowledge about language development with a ρ value of 0.016 and a correlation coefficient (r) of 0.435 on Autism Spectrum Disorder (ASD) receptive language skills. Keywords: Parental Knowledge, Receptive Language Skills, Autism Spectrum Disorder (ASD).

Discrete Trial Teaching Method to Improve Receptive Language Skills in Children with Global Developmental Delay

The purpose of this study was to determine the effectiveness of the Discrete Trial Teaching method in improving the receptive language skills of children with Global Developmental Delay. The receptive language skills provided in this intervention are recognizing body parts in the facial area. This research is an-experimental research with a single subject research, which uses the A-B-A model. Baseline measurements were carried out twice, namely before and after the implementation of the intervention. This study used 20 sessions consisting of 5 sessions for the first baseline, 10 intervention sessions and 5 sessions for the second baseline. The participant of this study was a boy aged 3 years and 6 months who was diagnosed with Global Developmental Delay. Data analysis used in this study is visual analysis which includes 6 components. The results showed that there was an increase in scores and with an upward trend and good stability, so it can be concluded that the Discrete Trial Teaching method can effectively improve the receptive language skills of children with Global Developmental Delay.

Strategi Pembelajaran Daring Pada Usia 5-6 Tahun Dalam Meningkatkan Bahasa Reseptif Anak Di Tk Ar-Ridho Tangerang

The purpose of this study was to determine the online learning strategies aged 5-6 years in improving children's receptive language skills in Ar-Ridho Kindergarten Tangerang. This study uses a qualitative field research approach. With a research time of one month. The research subjects were students of class B TK Ar-Ridho Tangerang, who were 5-6 years old. Sources of data were obtained from representatives of parents, teachers and school principals. Data collection techniques in this study used observation, interviews and documentation, while the analysis of data reduction and data verification. Then using the data validity test technique using data credibility, external validity, reliability, research objectivity test. The results of this study indicate that the learning strategies of children aged 5-6 years in improving children's receptive language in TK Ar-Ridho Tangerang are carried out at home under the guidance of parents and direction from the teacher. The strategies used are conversations, morning journals, free storytelling, singing and others.

Chain Whispering Games: The Effective Methods of Developing Receptive Language Skills of Children Aged 5 - 6 Years

This research examines the Whispering Chain Game on Receptive Language Skills of 5-6-year-old Children in Kindergartens in Makassar City. The purpose of this study was to determine the description of children's receptive language skills before being treated, to find out the description of children's receptive language skills after being treated, and to determine whether or not there was an effect of the chain-whisper game on the receptive language skills of children aged 5-6 years in kindergarten. Makassar city before and after the chain whispering activity was given. The research approach used was a quantitative approach with a Quasi-Experimental Design type of research. The population in this study were students aged 5-6 years in TK Aisyiyah Parangtambung. Sampling in this study is cluster random sampling. The sample in this study was 12 children. A total of 6 children in the experimental group and 6 children in the control group. Data collection techniques used were descriptive statistical analysis and non-parametric statistical analysis. Based on the results of the study, it can be concluded that the receptive language skills of children who were treated with the whisper-chain game method in the experimental class were better than in the control class, while Tcount = 87 > Ttable = 2,228 was accepted, and H0 was rejected while Zcount was = 2.36 and Ztable = 0.4906 was rejected. H1 accepts this proves that the whisper-chain game method has a significant effect on receptive language skills in early childhood.

Happy Talk: A pilot effectiveness study of a targeted-selective speech-language and communication intervention for children from areas of social disadvantage.

Despite the public health implications of language difficulties associated with social disadvantage, there is a dearth of effectiveness studies investigating the effects of targeted speech and language programmes in this area. To determine the effects of a targeted selective community-based child language intervention programme (Happy Talk), which simultaneously engaged with parents and early childhood educators, in the Republic of Ireland. A mixed methods methodology was applied with quantitative outcome and qualitative process data collected. Effectiveness was examined using a quasi-experimental single blind study design comparing Happy Talk with 'usual care' across four preschools. Qualitative process data were also gathered to examine the acceptability and feasibility of the Happy Talk approach in practice, and to identify factors to improve the probability of successful wider implementation. Child language (PLS-5) and quality-of-life measures were administered pre- and immediately post- the 11-week intervention. Responsiveness was assessed as the parental outcome, and the oral language environment of preschools was measured using the Communication Supporting Classroom Observation Tool (CSCOT). Retrospective acceptability was analysed with reference to the theoretical framework of acceptability (v 2). Pre-/post-expressive and composite language scores were collected for 58 children, and receptive scores for 54 children. Multiple linear regression revealed significant intervention effects for comprehension and total language with large and moderate effect sizes, respectively (0.60 and 0.46 SD). No significant effect was shown for parental responsiveness. No effects were found for the preschool environment or children's quality of life. Preschool staff deemed the programme to be an acceptable method of enhancing children's speech and language skills and rated the intervention positively. The Happy Talk pilot effectiveness trial shows that comprehension can be improved (with a large effect) in preschool children from areas of social disadvantage, following an 11-week intervention, in which parents and preschool staff are simultaneously engaged. The ecological validity of the programme, as well as feasibility and acceptability to staff, make it a suitable programme to be delivered at scale. What is already known on the subject Up to 50% of children from socially disadvantaged areas enter preschool with speech and language difficulties. The majority of intervention studies are (1) researcher led; (2) efficacy trials carried out in ideal conditions; and (3) focus on working with parents or early childhood educators rather than engaging with both groups simultaneously. Many studies omit child language outcomes, and those that include them tend to show relatively modest effects for expressive language and negligible effects for receptive language. What this paper adds to existing knowledge This pilot study shows that the Happy Talk programme, which is embedded in the community and which simultaneously engages with parents and early childhood educators, is highly effective in improving children's receptive language skills. These findings are particularly important in the context of (1) the study taking place in real world conditions; and (2) the programme being designed and refined by speech and language therapy services, rather than one which is researcher led. What are the potential or actual clinical implications of this work? Implementing an 11-week targeted selective community-based language intervention can result in a large positive effect on receptive language for children from areas of social disadvantage. The study findings highlight the importance of embedding intervention programmes in the community and of simultaneously engaging with parents and preschool staff.

PERMAINAN BAHASA UNTUK STIMULASI KEMAMPUAN BAHASA RESEPTIF ANAK USIA DINI

Language games for stimulation early childhood receptive language. Receptive language is ability for listen and read. Receptive language development for children needs to be developed so that children can absorb information properly. For this reason, stimulation is needed so that the children’s receptive language can develop. One that can be do is playing language games. Language games can be done because basically playing is the main need for children. This research uses a literature study method where the data retrieval system in this research comes from books or journals that are analyzed based on existing problems. Language games that can be done to stimulate children's receptive language skills include repeating words, listening to them, guessing, whispering in chains and telling stories with indirect props. Stimulation with this method will make it easier for early childhood to develop their receptive language skills.

Teacher-child emotion talk in preschool children displaying elevated externalizing behaviors

This study examined teacher-child emotion talk in a sample of preschool children rated by their teachers as displaying elevated externalizing behaviors (N = 470). Emotion talk was observed using a teacher-child dyadic storybook reading task. We examined the link between emotion talk and children's gains in their observed positive engagement with teachers across the preschool year. To isolate the unique contribution of emotion talk, we accounted for the affective quality of teacher-child interactions and relationships and children's receptive language skills. We also explored whether the link between emotion talk and children's positive engagement with their teacher was moderated by teacher-child affective qualities. The results provide evidence that if teachers offer frequent opportunities to talk about emotions in the context of warm and sensitive dyadic interactions, children connect and communicate more with their teachers regardless of their initial engagement level. Implications for early childhood teachers practice are discussed.

Factors Affecting Early Detection and Stimulation by Mothers and their Impact on Receptive Language Skills of Children Age 4 to 6 Years

Background: Language is a communication tool used by humans since birth. Receptive langu­age can be interpreted as the ability to com­mu­nic­ate symbolically both visual and auditory. Through early detection measures, parents can find out the problem of child growth and deve­lop­­ment early, so that prevention, stimu­lation, heal­ing, and recovery efforts can be given with clear in­di­ca­tions at critical times of the child's growth and development process. Stimulation of child growth and development is carried out by mothers and fathers who are the closest people to children, other family mem­bers, and community groups in their respective households and in everyday life. This study aims to analyze the relationship bet­ween early detection and early stimulation with the receptive language skills of preschool children using the Health Belief Model (HBM) theory . Subjects and Method: This research was con­duc­ted using a cross-sectional research design in Surakarta, from December 2019 - January 2020. A sample of 200 children was selected using a fix­ed disease sampling tech­ni­que. The dependent va­riable is receptive langua­ge ability. The inde­pen­dent variables are per­ception of vulnerability, perception of serious­­­ness, cues to action, and self-efficacy. The intermediate variables are early detection and early stimulation. Data collection using questionnaires and Receptive One-Word Picture Vocabulary Test(ROWPVT), data were analyzed using path analysis with Stata 13. Results: Receptive language skills are improved with mothers who do early detection (b= 0.83 units; 95% CI= 0.19 to 1.47; p= 0.011) and early stimulation (b= 0.87 units; 95% CI= 0.28 to 1.47; p= 0.004). Conclusion: Children's receptive language skills increase with mothers who do early detec­tion and early stimulation. Children's receptive language skills are indirectly affected by per­cep­tion of vulnerability, perception of serious­­ness, cues to action, and self-efficacy through early detection or early stimulation by the mother. Correspondence: Anggi ResinaPutri. Masters Program in Public Health. Universitas Sebelas Maret, Jl. Ir. Su­tami 36A, Surakarta, Central Java, Indo­nesia, 57126. Email: anggiresina­putri­@­gma­il.com. Mo­­bile: 085727387689 Journal of Maternal and Child Health (2020), 5(3): 235-242 https://doi.org/10.26911/thejmch.2020.05.03.02

Improvement of Language in Children with Autism with Combined Donepezil and Choline Treatment.

The safety and efficacy of a novel combination treatment of AChE inhibitors and choline supplement was initiated and evaluated in children and adolescents with autism spectrum disorder (ASD). Safety and efficacy were evaluated on 60 children and adolescents with ASD during a 9-month randomized, double-blind, placebo-controlled trial comprising 12 weeks of treatment preceded by baseline evaluation, and followed by 6 months of washout, with subsequent follow-up evaluations. The primary exploratory measure was language, and secondary measures included core autism symptoms, sleep and behavior. Significant improvement was found in receptive language skills 6 months after the end of treatment as compared to placebo. The percentage of gastrointestinal disturbance reported as a side effect during treatment was higher in the treatment group as compared to placebo. The treatment effect was enhanced in the younger subgroup (younger than 10 years), occurred already at the end of the treatment phase, and was sustained at 6 months post treatment. No significant side effects were found in the younger subgroup. In the adolescent subgroup, no significant improvement was found, and irritability was reported statistically more often in the adolescent subgroup as compared to placebo. Combined treatment of donepezil hydrochloride with choline supplement demonstrates a sustainable effect on receptive language skills in children with ASD for 6 months after treatment, with a more significant effect in those under the age of 10 years.

Examining the associations between children's receptive language skills and developmental domains in the United States and Turkey.

This study examined the relations between receptive language development and other developmental domains of preschoolers from low-income families, through an inter-cultural perspective involving the United States and Turkey. A total of 471 children and their caregivers participated in Turkey, while 287 participated in the United States. Children's development was assessed using the Ages and Stages Questionnaire for both samples. Different versions of the Peabody Picture Vocabulary Test were used for Turkish and US samples, to measure receptive language development. Results revealed similar patterns, with some differences, between the two countries. Receptive language predicted only communication and personal-social scales in the Turkish sample, while the US children's receptive language skills were associated with communication, problem solving, personal-social, and fine and gross motor development scales. These results were discussed in the context of each country, and the comparative conclusions contribute to the extant literature by illustrating the importance of language for three domains.

The moderating effect of children’s language abilities on the relation between their shyness and play behavior during peer play

ABSTRACT This study was intended to examine the relationship between children’s shyness and play behaviour during peer play, and the moderating effect of the level of children’s language development. Participants were 229 South Korean children aged 48–53 months. The results of the study are as follows. Children's shyness was negatively associated with their positive play interactions and positively associated with their play disconnection. Children's receptive language skills moderated the relationships between their shyness and positive play interactions, as well as between their shyness and play disconnection. However, their expressive language skills did not work as a moderator. The findings of the study indicate that receptive language helps shy children join peer play better than expressive language does, because verbal conversations only become more important later in childhood. Interventions for shy children, particularly those with low language skills, should be tailored to improve their receptive language abilities.

Impact of a Developmental Stimulation Program on Language Evolution Age in 1- To 3-Year-Old Children with Celiac Disease

Introduction: Children younger than 5 years are in the fastest growth and developmental period of their lives. Regarding this, the present study was conducted to determine the effect of a developmental stimulation program on language evolution criteria in 1- to 3-year-old children with celiac disease. Materials and Methods: This clinical trial was performed on two groups (i.e., intervention and control) of 50 children aged 1-3 years with celiac disease using random allocation technique. A developmental stimulation program was implemented for the children in the intervention group in two-hour sessions every week for 2 months. The language evolution age was evaluated by the Bayley Scales of Infant Development (Bayley-III). The data were analyzed using SPSS software (version 11.5). Results: The mean age of the participants was 20.6±4.4 months. Prior to the intervention, the mean age of receptive and expressive language development showed no significant difference between the two groups (P=0.672 and P=0.166, respectively). Similarly, immediately after the intervention, the mean age of expressive language development in the intervention group (21.5±3.8) underwent no significant increase, compared to that in the control group (19.1±4.5). This variable was not also significantly different between the groups in the four-month follow-up (P=0.076). Nonetheless, with regard to the mean age of receptive language evolution, this variable demonstrated a significant increase in the intervention group (24.2±4.8), compared to that in the control group immediately after the intervention (19.1±4.3; P=0.002). The results of the four-month follow-up were also indicative of a significant difference between the two groups in terms of the mean age of receptive language evolution (p <0.001). Conclusion: Based on the findings of the present study, the developmental stimulation program can be used for promoting receptive language skills in children with celiac or other chronic diseases.

Receptive Language Skills in Slovak-Speaking Children With Intellectual Disability: Understanding Words, Sentences, and Stories.

The study aims to describe receptive language skills in children with intellectual disability (ID) and to contribute to the debate on deviant versus delayed language development. This is the 1st study of receptive skills in children with ID who speak a Slavic language, providing insight into how language development is affected by disability and also language typology. Twenty-eight Slovak-speaking children participated in the study (14 children with ID and 14 typically developing [TD] children matched on nonverbal reasoning abilities). The children were assessed by receptive language tasks targeting words, sentences, and stories, and the groups were compared quantitatively and qualitatively. The groups showed similar language profiles, with a better understanding of words, followed by sentences, with the poorest comprehension for stories. Nouns were comprehended better than verbs; sentence constructions also showed a qualitatively similar picture, although some dissimilarities emerged. Verb comprehension was strongly related to sentence comprehension in both groups and related to story comprehension in the TD group only. The findings appear to support the view that receptive language skills follow the same developmental route in children with ID as seen in younger TD children, suggesting that language development is a robust process and does not seem to be differentially affected by ID even when delayed.

Effects of the ABC Intervention on Foster Children's Receptive Vocabulary: Follow-Up Results From a Randomized Clinical Trial.

Children with histories of maltreatment and disruptions in care are at elevated risk for impairments in early language development, which contribute to difficulties in other developmental domains across childhood. Given research demonstrating associations between parent responsiveness and children's early language development, we examined whether a parenting intervention administered in infancy improved preschool receptive language skills in children involved with the child welfare system. Attachment and Biobehavioral Catch-up (ABC) is a 10-session intervention that aims to enhance parent-child interactions. The follow-up results of this randomized clinical trial demonstrated that infants who received the ABC intervention ( n = 24) scored significantly higher on a test of receptive vocabulary at age 36 months than infants who received a control intervention ( n = 28). These results provide evidence of the critical role of parental responsiveness in supporting optimal language development among young children with histories of child welfare involvement.

Developmental trajectories of structural and pragmatic language skills in school-aged children with Williams syndrome.

This study aimed to compare developmental courses of structural and pragmatic language skills in school-aged children with Williams syndrome (WS) and children with idiopathic intellectual disability (IID). Comparison of these language trajectories could highlight syndrome-specific developmental features. Twelve monolingual Dutch-speaking children with WS aged 5.10 to 13.3 years were assessed by means of standardised structural language tests measuring receptive and expressive vocabulary and sentence comprehension and production. Pragmatic language was evaluated by means of an expressive referential communication task and a retelling test. All of these language abilities were re-evaluated with the same measures after a period of 18 to 24 months. Performance was compared to 12 children with IID pairwise matched for chronological age (CA) and non-verbal fluid reasoning (Gf) at Time 1. Non-verbal mental age (NVMA) was taken into account when delineating developmental trajectories. Children with WS outperformed children with IID on expressive vocabulary development. In contrast, sentence comprehension was significantly poorer than in children with IID at the second time point. Increased variability and rather poor performance on pragmatic language tasks were demonstrated in the WS group. Irrelevant and off-topic extraneous information transfer continued to be a syndrome-specific characteristic of children with WS. The data provide new insights into diverging developmental trajectories across language domains. Expressive structural language skills tend to progress more rapidly than receptive language skills in children with WS causing more distinctive language profiles over time. Some children with WS seem to benefit from the growth in expressive structural language abilities to enhance their expressive pragmatic language skills, while in some others these abilities remain challenging. This study highlights the need for continued follow-up of language challenges in WS and for a dynamic and individualised interventional approach.

Assessing Early Receptive Language Skills in Children With ASD

Language assessments play a large role in the diagnosis and treatment of autism spectrum disorders (ASD) because language impairments are often part of an ASD diagnosis and language status is a fundamental prognostic indicator for individuals with ASD. Receptive language forms the foundation for competent expressive language including literacy skills. Information from language assessments is also used to create therapy goals and monitor progress on these goals. Therefore, valid and accurate assessment of receptive language for individuals with ASD is paramount. Current assessments include tasks that are particularly difficult for individuals with ASD and often assess higher-level language skills and not emerging language skills, resulting in floor effects for individuals with ASD. Developing better receptive language measures is an important area for future research. Assessing and treating receptive language impairments will lead to improved expressive communication, including social communication, and literacy skills for individuals with ASD.

Dificultades de comprensión del lenguaje en niños no verbales con trastornos del espectro autista y sus implicaciones en la calidad de vida familiar

Language widely varies in children with autism spectrum disorders (ASD). Evidence, however, suggests that these children understand language worse than their peers with typical development, showing a delay in acquisition of receptive vocabulary. Research relating quality of life (QOL) and language is limited. To increase our knowledge about structural aspects of language in children with ASD, and to determine the effects of deficits in understanding in children with ASD in their families' QOL. We analyzed language comprehension in 26 non-verbal children with ASD (mean: 9.8 years) and 26 children with typical development (mean: 3.9 years) matched for age vocabulary, using standardized measures of receptive language. We found that levels of receptive vocabulary, auditory comprehension, and grammar comprehension in children with ASD are lower than typical levels for their age, and significantly differ from those in children with typical development. Parents of children with ASD also report severe communication problems in their children and lack of social support. Family QOL is influenced by language problems of children with ASD. There is a significant relationship between receptive language skills in children with ASD and perceptions of QOL in their families. These results can have important implications for designing clinical interventions.