Test Of Early Language Development Research Articles

Бага насны хүүхдийн хос хэлний түвшнийг тогтоох судалгаа, үр дүн

An important problem is that there is no bilingual (Kazakh and Mongolian) training for pre-school children with different languages and cultures in Mongolia, and the solution of how to implement it is not clear. The root of the problem is that children need to learn their native language and culture, and on the other hand, language is one of the main tools for further education after entering school. In addition to learning a child's mother tongue, mastering a second language is important not only for their development and education, but also for the implementation of the principle of inclusive education. The purpose of this article is to identify the state of understanding and speaking ability of 4-5 year old bilingual (Kazakh, Mongolian) children and determine the level of development. In the survey, American scientists Wayne P. Hresco, D. Kim Reid, and Donald D. Hammill used the TELD-3 (Test of Early Language Development) method and the individual interview method. 120 4-5-year-old bilingual children attending kindergartens in Ulaanbaatar city and 30 children from kindergartens in Bayan-Olgii province were included in the survey. The results of the research show that there is a need for in-depth study of how the use of Kazakh and Mongolian languages is different depending on the region where the children live. The statistical indicators of the research test revealed that the variables of children's comprehension and speaking ability are directly related to the language of the environment, the language of instruction, and the environment of the home language.

Investigation of early literacy skills of preschool children with hearing loss

BackgroundEarly literacy development is critical for children with hearing loss to develop literacy skills in the years to come. The aim of this study is to compare the early literacy skills of 60–72 months’ children with hearing loss to the results of children with normal hearing.MethodsA total of 40 children (20 children with hearing aid (HA) and 20 children with normal hearing (NH) were evaluated in the study. Receptive and expressive language was assessed by Test of Early Language Development (TELD-3) and Early Literacy Test (EROT) was applied to assess the early literacy skills of all children in the study.ResultsThe receptive and expressive language results of the hearing-impaired group were significantly lower than those of normal hearing. Moreover, in EROT when a general analysis is made with main test titles such as, the vocabulary knowledge, letter knowledge, the listening comprehension, results showed that there was a significant difference between the HA and NH groups.ConclusionsThis study highlights the importance of supporting early literacy skills, which are prerequisite skills for reading and writing skills, in children who receive both mainstreaming education and special education in the risk group and/or continue their education in kindergarten.

Comparison of Language Development, Emotional and Behavioral Problems, Parental Attitude Characteristics, Parental Stress Level and Related Factors in Preschool Period, Between Preterm and Term-Born Children

Objective: We aimed to investigate language development, emotional and behavioral problems, parental attitudes, parental stress levels, and related factors in preschool period between children who were born preterm and term. Material and Methods: We included 176 children, of whom 90 were born preterm and 86 term, and their mothers. Mothers filled out the sociodemographic data form, Child Adjustment and Parent Efficacy Scale (CAPES-TR), Parenting Stress Index-Short Form (PSI-SF), and Parenting Styles and Dimensions Questionnaire – Short Version (PSDQ) scales. Denver II Developmental Screening Test (DDST) and Test of Early Language Development - Third Edition (TELD-3) were applied to children. Results: The mean age was 37.97±3.62 months for the preterm children, and 38.77±3.28 months for the term children. The scores of preterm children were lower in the TELD-3 subtests. The rates of children with abnormal development regarding personal social development and language development were significantly higher in preterm children (p=0.007 for personal social development and <0.001 for language development, respectively). CAPES-TR emotional and behavioral problems scores were higher in preterm children. CAPES-TR Parental Self-Efficacy Subscale was lower in preterm children (p<0.001). PSI-SF total score and PSDQ permissive parenting subscale score were higher in mothers of preterm children (p=0.005 and p<0.001, respectively).The preterm-born children were more commonly diagnosed with language disorder and global developmental delay (p=0.006 and p=0.019, respectively). A positive correlation was found between the week of birth, maternal education level and monthly income level and TELD-3 scores, DENVER personal social and language development level (p<0.050). Conclusion: Our study revealed closer follow-up is important for preterm children to plan special education support when it is necessary.

Narrative to Investigate Language Skills of Preschool Children

This study aimed to evaluate the language skills of preschool children through narrative. The Turkish Test of Early Language Development (TEDIL) was used to evaluate the receptive and expressive verbal language skills of the children, and language samples were collected using the Edmonton Narrative Norms Instrument (ENNI). The Mean Length of Utterance (MLU), Number of Different Words (NDW), and Total Number of Words (TNW) were examined in the language samples taken from the narrative analysis. A total of 100 children, 50 in the age group of 48-60 months and 50 in the age group of 61-72 months, were evaluated. According to the results obtained from the evaluation of the language skills of the children between the ages of 48 and 60 and 61 and 72 months, it was found that, children between the ages of 61-72 months were more likely to tell longer stories than the children of 48-60 months. It was seen that there were developmental differences in NDW and TNW in the stories of children between these two age groups. It has been revealed that the ENNI can be used as a language tool to assess the language skills in preschool children.

A study on the association of functional hearing behaviors with semantics, morphology and syntax in cochlear-implanted preschool children

ObjectivesMonitoring children's development of auditory perception, speech and language after implant programming is critical to post-implantation success. Most of the time, it is not possible to perform an evaluation in clinical conditions, and the tests administered may not provide adequate data on children's everyday functional hearing skills. Therefore, administration of functional hearing measures alongside clinical tests will present supplementary data as to both language development and functional hearing performance of children. In addition, determining demographic and environmental variables affecting functional hearing skills and language development will facilitate the implementation of countermeasures. The main objective of this study was to investigate the relationship of functional hearing behaviors in cochlear-implanted children with semantics, morphology and syntax, and to determine how various variables affect functional hearing and language development. MethodThe study was conducted with 48 cochlear implant users (24 female and 24 male) aged between 3 years and 5 years 11 months with no additional disability. The Test of Early Language Development –Third Edition (TELD-3) was administered to the children participating in the study, and the Functioning after Pediatric Cochlear Implantation (FAPCI) and the demographic information form was completed pursuant to the information provided by the parents. ResultsData analysis in accordance with our hypotheses revealed a significant relationship between semantics, morphology, syntax and functional hearing skill (p < 0.05). The results indicated that language development and functional hearing skill were positively affected by duration of implant use, duration of auditory rehabilitation and kindergarten attendance, and a negative relationship between screen time and functional hearing skill. ConclusionsIn conclusion, the FAPCI is a suitable measure for early listening development and language assessment after cochlear implantation surgery, providing supplementary data on functional hearing and language development when administered in conjunction with other tests. Many factors are affecting functional hearing and language development that determine cochlear implant success. It is important to identify these factors.

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION AND SPEECH PROSODY IN TURKISH-SPEAKING CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDERS: A RANDOMIZED CONTROLLED STUDY OF AWARENESS AND DEVELOPMENTAL LANGUAGE INTERVENTIONS

Objective: One of the most common child psychiatry and language speech therapy problems in the preschool age group is Developmental Language Delay (DLD)’s. Voice output communication aids (VOCAs) are a key form of aided communication within the field of augmentative and alternative communication (AAC).This study aimed to evaluate effectiveness of AAC, using a VOCA device on language and emotion regulation of children diagnosed with developmental language disorders (DLDs). Methods: 44 children (36–72 months old), who were diagnosed with DLDs, were randomly placed in the experimental (n=22) or the control (n=22) group. The experimental group attended the AAC treatment while the control group received a routine treatment. Test of Early Language Development –Third Edition-Turkish (TELD 3-Turkish) was used to evaluate language profiles and emotion regulation skills were evaluated with the Emotion Regulation Checklist. Results: After the intervention, children who were assigned to the experimental AAC treatment group gained significant improvements in receptive and expressive language skills. The Mean Length of Utterances (MLU) and Language Sample Size (LSS) increased significantly for both the experimental and the control group, but the ratio of change was higher for the experimental group. When the values obtained from language skills and the subscales of emotion regulation before the intervention, a significant relationship between language delay and speech prosody was found. Conclusions: AAC can be useful for developing language skills of children with DLDs as well as supporting their emotion regulation. Our study is the first to be applied in the treatment of preschool age in terms of different models and practices that work to obtain successful results.

Are language features and emotion regulation related to maternal depression in autism and language delay?

Language and communication are very important in child social, emotional and cognitive development. Delay in language is usually the first complaint for children diagnosed with autism spectrum disorder (ASD) or developmental language delay (DLD). This study evaluated language features and emotion regulation skills in children diagnosed with ASD and DLD and their association with maternal depression. The sample consisted of children aged 24-54months diagnosed with ASD (n = 31), or with DLD (n = 45), and 52 healthy controls. The Test of Early Language Development (TELD-3) was used to evaluate language profiles, and the beck depression inventory (BDI) was used to examine maternal depression. Children's emotion regulation skills were evaluated using the emotion regulation checklist. Children with DLD had a significantly higher developmental age, were linguistically more developed and had better emotion regulation than the ASD group. All domains of language on TELD-3 except expressive syntax were more developed in DLD. Maternal BDI score did not differ significantly between DLD and ASD. Both of these disorders were not associated with maternal depression. Children with DLD were less impaired than children with ASD, both in terms of language and in emotion regulation.

Comparison of Language Features, Autism Spectrum Symptoms in Children Diagnosed with Autism Spectrum Disorder, Developmental Language Delay, and Healthy Controls.

Language and communication is very important in social, emotional, and cognitive development of children. Delay in language is the first complaint for children diagnosed with autism spectrum disorder (ASD) or developmental language delay (DLD). In this study it is aimed to evaluate and compare language profiles and autistic symptoms between children diagnosed with ASD, DLD, and healthy controls. Twenty-six children who are diagnosed with ASD, 43 children who are diagnosed with DLD, and 47 healthy controls are included to study; and all children are in the age of 48-72 months. Test of Early Language Development was used to evaluate language profiles, and autism spectrum symptoms were evaluated with social communication questionnaire (SCQ). The sociodemographic features of groups were similar. The statistical significant differences were found in all language subscales and subscales of SCQ among three groups. Both children who were diagnosed with ASD and DLD had more autism spectrum symptoms when compared to controls. In present study, it is indicated that developmental language trajectories are different in ASD and DLD group. Children, who are diagnosed with ASD, have more receptive language difficulties while children, who are diagnosed with DLD, have more language difficulties in expressive language area. The finding, children who are diagnosed with DLD have more autistic symptoms, shows that autistic symptoms are related with language development, and it is very important to give preference to language education in the treatment.

The relationship between young children’s language abilities, creativity, play, and storytelling

ABSTRACTThis study examined the connection between young children’s social play, creativity, storytelling, and language abilities. Participants were 56 primarily European American preschool children. First, to assess creativity we asked children to draw several pictures. Children created stories about their pictures during the creative process. Second, children created an original story with access to multiple ethnic family doll sets to use as props. We analysed all storytelling episodes for mean length of utterance and parts of speech. Third, we observed children’s social play behaviours over 10-minute intervals recording behaviour at 1-minute intervals. Finally, we administered the Test of Early Language Development 3 to assess children’s receptive and expressive language skills. Our findings revealed positive relationships between storytelling abilities and language abilities, relationships between type of play, storytelling, and language abilities, and connections between play and creativity and language and creativity. Our findings provide avenues for future research.

Language Abilities of Monolingual Turkish Speaking Children who Stutter Değerlendirmesi / Türkçe Konuşan Tek Dilli Kekemeliği Olan Çocukların Dil Yetileri

The aim of this study was to examine differences in language abilities between children who stutter and their age and gender matched peers with typical development. In this cross-sectional study, subjects were two groups of 25 children (N = 50) between the ages of 3;5 and 7;11 (years; months) who do (CWS) (mean age = 6;5 ) and do not stutter (CWNS) (mean age = 6;4). We administered the Turkish version of Test of Early Language Development (TELD-3) to evaluate receptive and expressive language abilities of children participated in this study. The main findings of the study were that expressive subtest and composite scores of CWS on TELD-3-T were significantly lower than CWNS while the difference between groups was not significant on TELD-3-T receptive subtest score. Expressive language scores and total language scores of CWS are below their peers. Keywords: stuttering, receptive language, expressive language, turkish Özet: Bu çalışmanın amacı kekemeliği olan ve yaş ve cinsiyetleri eşleştirilmiş tipik gelişim gösteren çocukların dil performanslarının karşılaştırılmasıdır. Kekemeliği olan 3;5 ve 7;11 yaşları arasındaki 25 çocuğa (ort.=6;5) ve yaş ve cinsiyetleri eşleştirilmiş tipik gelişim gösteren akranlarına (ort.=6;4) Türkçe Erken Dil Gelişim Testi (TEDİL) uygulanarak alıcı ve ifade edici dil becerileri değerlendirilmiştir. Kekemeliği olan çocukların TEDİL testinin ifade edici dil ve toplam dil puanı ortalamaları tipik gelişim gösteren çocuklardan anlamlı düzeyde düşük bulunurken, alıcı dil alt testinde iki grup arasında anlamlı düzeyde bir farklılık bulunmamıştır. Kekemeliği olan çocukların ifade edici dil ve toplam dil performansları yaşıtlarının gerisindedir. Anahtar Kelimeler: kekemelik, alıcı dil, ifade edici dil, türkçe

Language assessment of children with severe liver disease in a public service in Brazil

OBJECTIVE:The aim of this research was to compare language development (expressive and receptive skills) in children awaiting liver transplantation with that of children who have already undergone the surgical procedure.METHODS:An observational, descriptive, cross-sectional study was conducted with 76 children divided into groups, as follows: 31 children who were candidates for liver transplantation (Group 1; G1), 45 children who had already undergone liver transplantation (Group 2; G2), and a control group (CG) of 60 healthy, normally developing children. Health status information was gathered, and the Test of Early Language Development (TELD)-3 was used to assess language skills. Family household monthly income data were also gathered using a specific questionnaire.RESULTS:G1 had poorer language performance compared with G2 and the CG. G2 had lower language performance when compared with the CG. However, when considering the TELD-3 standard scores, G2 had scores within normal limits. The regression analysis indicated age as a risk factor for language deficits in Group 1 and family income as a risk factor for language deficits in G2.CONCLUSIONS:The results suggested that children with chronic liver disease have delays in language development. Transplanted children have linguistic performance within normal limits, but their scores tended to be lower than the CG.

English

The study group consisted of 30 children with cochlear implants (CI) and 30 children with normal hearing (NH), whose ages were 4 years and 7 years 11 months. Turkish Test of Early Language Development (TEDIL) was used to assess the language skills of the children. Language samples were gathered by using Edmonton Narrative Norms Instrument (ENNI). The study results indicated that the sum of receptive, expressive and verbal language scores of the children with CI was lower than the children with NH and the difference was statistically significant according to TEDIL. It was found that mean length of utterance (MLU) and number of different words (NDW) averages among MLU, NDW and total number of words (TNW) average scores showed statistically significant differences in all of the three stories in favour of the children with NH. However, there was no statistically significant difference between two groups except for the A1 story in TNW. It was found that children with CI used case suffixes, pronouns, conjunctions among part of speech and verbals which were necessary for creating complex sentences less often than the children with NH and the difference between them was statistically significant with regard to the occurrence frequency of case suffixes, pronouns, A1 and A3 stories, A1 story conjunction. Besides, it was observed that the children with CI made more statistically significant word omission, morpheme omission and substitution errors than the children with NH. It was found that the children who were implanted before the age of 2 scored higher. As a result of language sample evaluations, it was stated that TNW scores predicted the ones with CI and MLU and NDW scores predicted the children with NH. Key word: Deaf and hard of hearing, cochlear implant, narrative, language assessment.

Desempenho linguístico de prematuros de 2 anos, considerando idade cronológica e idade corrigida

Introduction Preterm birth causes problems that are not restricted to perinatal mortality. Some premature, even in the absence of brain damage, have negative effects on various aspects of development, such as language difficulties. Objective This study aimed to verify the linguistic performance of preterm children at 2 years old, considering the chronological age and corrected age. Methods The study included 23 preterm children and applied the Test of Early Language Development- TELD-3 to assess the language skills. Results The premature children showed the linguistic performance alterations in Teld-3 in 39.13% of cases. They were also analyzed considering the delay to the chronological and corrected ages and there was no difference in performance for both receptive subtests (p = 0.250) and significant (p = 1.000). Conclusion The group of premature children at 2 years is a population at risk for language disorders that cannot be compensated with age correction.

Preschool outcomes following prenatal serotonin reuptake inhibitor exposure: differences in language and behavior, but not cognitive function.

To test the hypothesis that prenatal exposure to serotonin reuptake inhibitors (SRIs) is associated with language and behavioral outcomes in preschool-aged children, while accounting for confounds such as concomitant exposures and maternal mental illness. An observational, prospective, longitudinal study of mental illness in pregnancy was conducted at a university-based women's mental health clinic (April 2010-November 2012). A sample of 178 mother-child dyads participated in a laboratory visit at preschool age (2.5-5.5 years). The majority of women (87%) received psychotropic medication during pregnancy. Psychiatric status (based on DSM-IV), other medication use, and substance use were serially assessed and tested as confounds. Primary outcome measures included standardized measures of expressive language and cognitive function and mother and alternate caregiver ratings of child behavior problems, including the Pervasive Developmental Disorders (PDD) subscale of the Child Behavior Checklist. Linear regression analyses revealed that, after controlling for relevant covariates, expressive language scores from the Test of Early Language Development, 3rd edition, were negatively associated with prenatal SRI exposure (β = -0.15, t = -2.41), while the PDD behavioral problems subscales completed by alternate caregivers and mothers were positively associated with prenatal SRI exposure (β = 0.17, t = 2.01; β = 0.16, t = 2.00, respectively). Cognitive function, measured using the Differential Ability Scales, 2nd edition, was not associated with any medication exposures. The current data suggest a small but significant association between prenatal SRI exposure and preschool outcomes, including expressive language and behavior problems. These data corroborate data from recent, population-based studies, although overall, published findings are mixed. Replication and identification of moderating risk factors are needed to understand potential clinical implications.

Speech and language development after cochlear implantation in children with bony labyrinth malformations: long-term results.

The aim of this study was to investigate speech and language development after long-term cochlear implantation in children with bony labyrinth malformations (BLMs) and to present the surgical findings in this group of patients. The auditory and linguistic skills of 21 children who had BLM were assessed in this study. They were implanted between 1998 and 2009. Twenty-two sex-matched and age-matched implantees without BLM were evaluated as the control group. To compare speech perception and speech intelligibility between the groups, the categories of auditory performance (CAP) test and speech intelligibility rating (SIR) test, respectively, were administered. The Turkish version of the Test of Early Language Development (TELD-3-T) was administered to evaluate and compare the linguistic skills of the groups. Surgical findings and complications were also analyzed. Implanted anomalies were common cavity in five patients, incomplete partition type 1 in 5 patients, and incomplete partition type 2 in 11 patients. The CAP and SIR scores were significantly higher in the control group (p < 0.05), but the TELD-3-T test scores were comparable among the groups (p > 0.05). Based on the specific type of malformation, the CAP and SIR scores were comparable between the subgroups (p > 0.05). No perioperative complications occurred in the control group. However, various perioperative complications (gusher, etc.) and surgical difficulty occurred in the anomaly group. The malformation group had unsatisfactory results with regard to speech perception skills; however, this group and the non-anomalous group exhibited comparable long-term results on linguistic development.

Expressive Language Intratest Scatter of Preschool-Age Children Who Stutter

The purpose of this study was to assess intratest scatter (variability) on standardized tests of expressive language by preschool-age children who do (CWS) and do not stutter (CWNS). Participants were 40 preschool-age CWS and 46 CWNS. Between-group comparisons of intratest scatter were made based on participant responses to the Expressive subtest of the Test of Early Language Development - 3 (TELD-Exp; Hresko, Reid, & Hamill, 1999) and the Expressive Vocabulary Test 2 (EVT-2; Williams, 2007). Within-group correlational analyses between intratest scatter and stuttering frequency and severity were also conducted for CWS. Findings indicated that, for CWS, categorical scatter on the EVT-2 was positively correlated with their stuttering frequency. No significant between-group differences in intratest scatter were found on the TELD-Exp or the EVT-2. Consistent with earlier findings, variability in speech-language performance appears to be related to CWS' stuttering, a finding taken to suggest an underlying cognitive-linguistic variable (e.g., cognitive load) may be common to both variables.

The Effects of Early Neglect on Cognitive, Language, and Behavioral Functioning in Childhood.

Few studies have explored the impact of different types of neglect on children's development. Measures of cognition, language, behavior, and parenting stress were used to explore differences between children experiencing various forms of neglect, as well as to compare children with and without a history of early neglect. Children, ages 3 to 10 years with a history of familial neglect (USN), were compared to children with a history of institutional rearing (IA) and children without a history of neglect using the Differential Abilities Scale, Test of Early Language Development, Child Behavior Checklist, and Parenting Stress Index. Factors predicting child functioning were also explored. Compared with youth that were not neglected, children with a history of USN and IA demonstrated lower cognitive and language scores and more behavioral problems. Both internalizing and externalizing behavior problems were most common in the USN group. Externalizing behavior problems predicted parenting stress. Higher IQ could be predicted by language scores and an absence of externalizing behavior problems. When comparing the two neglect groups, shorter time spent in a stable environment, lower scores on language skills, and the presence of externalizing behavior predicted lower IQ. These findings emphasize the importance of early stable, permanent placement of children who have been in neglectful and pre-adoptive international settings. While an enriching environment may promote resilience, children who have experienced early neglect are vulnerable to cognitive, language and behavioral deficits and neurodevelopmental and behavioral evaluations are required to identify those in need of intervention.

The Cognitive Abilities Scale—Second Edition Preschool Form

Three studies examine the validity of the Preschool Form of the Cognitive Abilities Scale—Second Edition (CAS-2). Significant high concurrent criterion-related validity correlations, corrected for restricted range, are found between the CAS-2 and the Detroit Test of Learning Ability—Primary: Third Edition for 26 three-year-olds ( rc = .86) and the Bayley Scales of Infant Development—Second Edition for 20 two-year-olds ( rc = .63). Significant correlations also are evident for the CAS-2 and the Test of Early Language Development—Third Edition for 26 three-year-olds ( rc = .77) and the Adaptive Behavior Assessment System—Second Edition for 20 two-year-olds ( rc = .65). Predictive power is critical when making interpretations regarding future performance. A high, significant correlation ( r c = .72) is observed for the CAS-2 for 37 children at ages 2 and 3 and the Wechsler Intelligence Scale for Children—Third Edition administered 6 years later. Results expand validity evidence for the CAS-2, increasing confidence in interpretations regarding young children's performance.

Performance de sujeitos falantes do Português e do Inglês no Test of Early Language Development

application of an American early language test in Brazilian Portuguese-speaking subjects. to compare the performance of normal Brazilian Portuguese and American English-speaking subjects on the Test of Early Language Development - Third Edition (TELD-3). participants of this study were 120 subjects of both genders, ranging in age from 2:00 to 7:11 years (20 subjects in each age range). Subjects were selected and tested individually by the researcher. A comparative analysis of the subjects' performances with that observed in English-speaking children was made. the results indicated that Brazilian and American subjects presented similar performances until the age of 4:11 years. Portuguese-speaking children of 5, 6 and 7 years presented higher scores on the receptive subtest of Form A when compared to their American pairs. Portuguese-speaking subjects of 5 and 6 years presented lower scores on the expressive subtest of Form B when compared to their American pairs. the translation of diagnostic instruments that are already available in other languages can lessen the lack of such resources in countries where these instruments are not yet available. Furthermore, this practice can allow cross-cultural studies which are relevant for researches on child language and language disabilities.

Family-Centered Intervention for Young Children at-risk for Language and Behavior Problems

This study investigated the effects of a family-centered intervention that involved parents in weekly assessments and daily routine activities for promoting young children’s language and behavior. Forty-one 3–5-year-old children at-risk for language and behavior problems, recruited from three developmental pre-schools, were randomly assigned to a control and an intervention group that received parent–professional support. Analyses of covariance (ANCOVAs) were used to examine whether groups differed on post-test scores on the Test of Early Language Development—Third Edition and Eyberg Child Behavior Inventory, using pre-test scores as a covariate. Results showed that children in the intervention group outperformed children in the control group on both tests. The study indicated that family-centered intervention is an effective method for empowering parents to identify and implement concrete solutions to their children’s problems, especially when done as part of a professional collaboration.