Language Development In Toddlers Research Articles

The Combined Contributions of Newborn Stress and Parenting Stress on Toddler Language Development

ObjectiveTo examine the longitudinal associations between newborn neurobehavioral stress signs, maternal parenting stress, and several indices of toddler language development. Study designParticipants include 202 mother-infant dyads (104 girls). We measured stress signs in neonates in the hospital at least 24 hours after birth using the Neonatal Intensive Care Unit Network Neurobehavioral Scale. At 7 months, parenting stress (competence, attachment, and role restriction) was assessed using the Parenting Stress Index. At 18 months, mothers completed the Communicative Development Inventories, which measured toddler gesturing, expressive vocabulary, and receptive vocabulary. Longitudinal path modeling was used to estimate associations between neonatal stress signs, parenting stress, and toddler language, and a model was generated for each language outcome. Child sex, birth weight, and family income were included as covariates. ResultsInfants who exhibited greater neurobehavioral stress signs at birth produced significantly fewer social-communicative gestures at 18-months of age. Among infants whose mothers reported low (but not high) levels of parenting stress during the first postnatal year, newborn stress signs were negatively associated with 18-month-olds’ receptive vocabulary size. Neither newborn stress signs nor parenting stress were significantly related to toddler expressive vocabulary size. ConclusionsOur findings uncover a negative association between newborn stress signs and toddler gesturing. Furthermore, our results suggest that caregiver stress and neonatal stress signs interact to predict toddler receptive vocabulary. Taken together, these results demonstrate that some neonates who exhibit increased neurobehavioral stress signs may be at heightened risk for experiencing language difficulties. These children may benefit from additional support in infancy.

Visual Attention in Joint Attention Bids: A Comparison Between Toddlers with Autism Spectrum Disorder and Typically Developing Toddlers.

Impairments in joint attention are considered core symptoms of autism spectrum disorder (ASD) and are crucial for early assessment and intervention. However, existing information about visual attention during joint attention and its relation to developmental functioning is limited. The current study investigated the visual attention differences between toddlers with ASD and typically developing (TD) toddlers during single and multiple joint attention cue conditions. This study further examined whether visual attention in joint attention Area of Interests (AOIs) is related to cognitive, language, and motor development in participants. Participants included 56 toddlers with ASD and 56 TD toddlers, aged 18-36months. A passive viewing paradigm was used to assess participants' visual attention across four different joint attention conditions. Study results showed that toddlers with ASD displayed limited visual attention towards joint attention AOIs, Target, Face, and Target and Face AOIs, in all conditions. As the joint attention cues increased from Condition 1 to Condition 4, toddlers with ASD showed increased visual attention directed towards the Target AOI over the Face AOI. Moreover, increased visual attention on the joint attention AOIs was associated with improved cognitive and language development in toddlers with ASD. This research broadens our understanding of the positive relationships between visual attention to joint attention AOIs and cognitive as well as language development in toddlers with ASD, suggesting that early interventions targeting joint attention may offer promising pathways for treatment.

Parental reports on language development in toddlers and preschoolers based on the Croatian version of Communicative Development Inventories III.

Previous studies have focused on understanding parental attempts to record language development in children, across many typologically different languages. However, many of these studies restricted their assessment to children up to the age of 3 years. The aim of this paper was to move this boundary by examining language development in typically language developed children older than 3 years. Using the Croatian version of the Communicative Development Inventories III (CDI-III-HR), we investigated the contribution of parental reports of a child's lexical, grammatical, and metalinguistic awareness abilities to general language abilities assessed by clinicians. Participants included the parents of 151 children between the ages of 30 to 48 months, who completed the CDI-III-HR and reported on their child's language abilities. Our results show that age is significantly associated with the lexical, grammatical, and metalinguistic awareness abilities of a child's language development. These findings confirm that all three abilities increase with age and that parents can perceive changes in a child's language development. The subsections of CDI-III-HR were moderately to strongly associated with each other, with the strongest association being between lexicon and grammar, suggesting that they remain closely related after the age of 30 months. Parental assessments of a child's language development are a better predictor of language production than language comprehension, with grammar making the most consistent and significant contribution. This study confirms that the development of grammatical abilities is the most prominent skill between the ages of 30 to 48 months and that parents can observe the transition in the child's language development through their usage of grammar in words to grammar in sentences. Based on the selected sample of children, we discovered different patterns of parental success in assessing the child's language ability. These findings indicate that parents can act as valuable sources of information regarding the child's language abilities, but clinical assessments of early language development should consider many other formal sources of information in addition to parental reports.

Home-literacy environments and language development in toddlers with Down syndrome.

The present study aimed to (1) characterize the home-literacy environments (HLE) of toddlers with Down syndrome (DS) and (2) examine if richness of the HLE, child engagement during shared storybook reading activities, quality of a caregiver-child shared storybook reading activity, and exposure to language in the home environment predicted child receptive vocabulary concurrently (Time 1) and 6 months later (Time 2). Participants were toddlers with DS (n = 13 at Time 1, 11-29 months of age; n = 10 at Time 2) and their mothers. Mothers completed a Home Literacy Environment Questionnaire at Time 1, which was used to characterize the HLE and to calculate two composite variables: richness of the HLE and child engagement in shared storybook reading. Also at Time 1, the home language environment was measured using adult word count from the LENA Recorder DLP©. The LENA was also used to audio-record and capture the quality of a caregiver-child storybook reading task in the child's home using the book Dear Zoo. At both time points, mothers completed the MacArthur-Bates Communicative Development Inventories, and the number of words understood variable was used to measure receptive vocabulary. Results indicated that toddlers with DS experience rich HLEs and interactive shared storybook reading encounters with their mothers. A multiple linear regression revealed that child engagement and the home language environment correlated with both toddlers' concurrent and later receptive vocabularies, while the richness of the HLE and the shared storybook reading task emerged as moderate predictors of receptive vocabulary 6 months later.

Hubungan Pengetahuan, Stimulasi dan Status Gizi dengan Perkembangan Bicara dan Bahasa pada Balita di Posyandu Atsiri Permai Kabupaten Bogor Tahun 2022

Introduction: Speaking and language are children's abilities to respond to sounds heard, convey their wishes, and follow orders given. They are also very important indicators in life to communicate. Objectives: This study aims to determine the relationship between knowledge, stimulation, and nutritional status with speech and language development in toddlers at Posyandu Atsiri Permai, Bogor Regency. Method: The research method used is quantitative analysis with a cross-sectional approach, namely a research design in which measurements or observations of stimulants are carried out at one time or at a time. The samples used were 77 samples based on solvency calculations. data were collected using a questionnaire and analyzed using the chi-square test. Result: the results of the above study can be concluded that: From 77 respondents in this study, it was found that mothers with less knowledge were 44 respondents or 57.1%, mothers with attitudes that did not stimulate toddlers were 40 respondents or 51.9% and toddlers with poor nutritional status there are 41 respondents or 53.2%. Conclusion: This makes the variables Knowledge, Stimulation and Nutritional Status have a significant relationship to speech development in toddlers with the result that the p-value of Knowledge is 0.000, the p-value of Stimulation is 0.009 and the p-value of Nutritional Status is 0.005.

Use of Gadgets in Speech and Language Development in Toddlers at PHC Surabaya Hospitals

Aims: To analyze the correlation between the use of gadgets with speech and language development in toddlers at PHC Surabaya Hospital.
 Study Design: This study used an analytical observational research design with a Cross Sectional method.
 Place and Duration of Study: PHC Surabaya Hospital, Indonesia between August to September 2022.
 Methodology: The total samples used was 75 respondents (42 male and 33 female) who met the inclusion and exclusion criteria at PHC Surabaya Hospital. The statistical analysis used was Contingency Coefficient test C. The instruments used were the gadget intensity questionnaire and KPSP.
 Results: The intensity of gadgets use among toddlers at PHC Surabaya Hospital are majority in high category (52%). The result of the KPSP showed there was 31 respondents (41,33%) had delay. The result of the analysis showed there was a correlation between the use of gadgets and speech and language development (p = 0,000) with a moderate strength correlation (0,4 – 0,6) and a positive directional (r = 0,481).
 Conclusion: The higher intensity of using gadgets affects the delay in speech and language development of toddlers at the PHC hospital in Surabaya.

Parental Linguistic Inputs to Toddlers with Cochlear Implants during Parent-Toddler Interaction

Objectives: Parental linguistic input is one of the most important factors in the early language environment of young children. This study aimed to investigate the characteristics of parental linguistic input in toddlers with cochlear implants (CIs), aged 12-36 months, compared to those with typical hearing (TH); and to explore the relationships between parental linguistic input variables and the language development of toddlers in each group. Methods: Parental linguistic input to 14 toddlers with CIs and 18 toddlers with TH was examined during a 20 minute free-play activities. This study compared the amounts of parental linguistic input and the proportion of facilitative language techniques (FLTs) between the CI and TH groups. Results: Parents of toddlers with CIs used more utterances and shorter mean length of utterance than parents of toddlers with TH. However, toddlers with CIs were exposed to a similar number of different words compared to toddlers with TH. Parents of toddlers with CIs used less FLTs than parents of toddlers with TH. In the TH group, high- and low-level FLTs were significantly correlated with language skills of toddlers. However, there was no significantly relationship between parental linguistic input variables and toddlers’ language skills in the CI group. Conclusion: These results suggested that toddlers with CIs were exposed to a different quantity and quality of parental linguistic input compared to toddlers with TH. These findings can be used to develop the parent education program in the early intervention for toddlers with CIs.

Early manifestations of genetic liability for ADHD, autism and schizophrenia at ages 18 and 24 months.

ADHD and autism are neurodevelopmental conditions, for which non-specific precursors or early signs include difficulties with language and motor skills, and differences in temperament in the first and second year of life. These early features have also been linked to later diagnosis of schizophrenia which is widely considered to have neurodevelopmental origins. Given that ADHD, autism and schizophrenia are all highly heritable, we tested the hypothesis that in the general population, measures of toddler language development, motor development and temperament are associated with genetic liability to ADHD, autism and/or schizophrenia. Data were analysed from the Avon Longitudinal Study of Parents and Children (ALSPAC) which included motor development scores at age 18 months and language development and temperament scores at age 24 months (N=7498). Genetic liability was indexed by polygenic risk scores (PGS) for ADHD, autism and schizophrenia. ADHD PGS were associated with specific temperament scales (higher activity β=0.07, 95% CI=0.04, 0.09 and lower withdrawal β=-0.05, 95% CI=-0.07, -0.02) as well as better gross motor scores (β=0.04, 95% CI=0.01, 0.06). Schizophrenia PGS were associated with one specific temperament scale (negative mood β=0.04, 95% CI=0.02, 0.07). We did not find strong evidence of association of autism PGS with any of the toddler measures; there was also not strong evidence of association with motor or language delays for any of the PGS. This study suggests that some specific aspects of early temperament and gross motor differences in the general population could represent part of the early manifestation of genetic liability to neurodevelopmental conditions.

Naturalistic parent-child reading frequency and language development in toddlers with and without autism.

The efficacy of parent-child reading for supporting language development has been well-established in the neurotypical (NT) literature. For children with autism spectrum disorder, (ASD) who may be at risk for delays in language development, prior research has shown promise for shared book-reading interventions. Yet there has been limited research on naturalistic parent-child reading with autistic children to date. The present study aimed to fill this missing link in the current literature. Fifty-seven autistic toddlers participated at two developmental time points: Time 1 (Mage = 30.4 months) and Time 2 (Mage = 43.8 months). An NT control group (N = 31) was matched on age to a subset of the ASD group (N = 33). We assessed group differences in parent-child reading frequency between age-matched NT and autistic groups. Using a one-year follow-up design, we evaluated the relationship between parent-child reading and autistic children's language development. Cross-group comparisons revealed that parents of age-matched NT children reported significantly more frequent weekly parent-child reading than parents of autistic toddlers. After a one-year follow-up with the autistic group, within-group analyses revealed that greater frequency of parent-child reading (controlling for maternal education, books in the home, and autism symptom severity) was associated with larger growth in autistic toddlers' receptive and expressive language skills. These findings have important clinical implications as they emphasize the potential of parent-child reading for supporting autistic children's language development. Findings demonstrate that frequency of parent-child reading is associated with language development over one year. Findings also demonstrate that parents of autistic children engage in less frequent parent-child reading than parents of age-matched NT peers, suggesting these parents may face more barriers to implementing parent-child reading than parents of NT children.

Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism.

In this study we investigated the impact of parental language input on language development and associated neuroscillatory patterns in toddlers at risk of Autism Spectrum Disorder (ASD). Forty-six mother-toddler dyads at either high (n = 22) or low (n = 24) familial risk of ASD completed a longitudinal, prospective study including free-play, resting electroencephalography, and standardized language assessments. Input quantity/quality at 18months positively predicted expressive language at 24months, and relationships were stronger for high-risk toddlers. Moderated mediations revealed that input-language relationships were explained by 24-month frontal and temporal gamma power (30-50Hz) for high-risk toddlers who would later develop ASD. Results suggest that high-risk toddlers may be cognitively and neurally more sensitive to their language environments, which has implications for early intervention.

Functional near-infrared spectroscopy in toddlers: Neural differentiation of communicative cues and relation to future language abilities.

The toddler and preschool years are a time of significant development in both expressive and receptive communication abilities. However, little is known about the neurobiological underpinnings of language development during this period, likely due to difficulties acquiring functional neuroimaging data. Functional near‐infrared spectroscopy (fNIRS) is a motion‐tolerant neuroimaging technique that assesses cortical brain activity and can be used in very young children. Here, we use fNIRS during perception of communicative and noncommunicative speech and gestures in typically developing 2‐ and 3‐year‐olds (Study 1, n = 15, n = 12 respectively) and in a sample of 2‐year‐olds with both fNIRS data collected at age 2 and language outcome data at age 3 (Study 2, n = 18). In Study 1, 2‐ and 3‐year‐olds differentiated between communicative and noncommunicative stimuli as well as between speech and gestures in the left lateral frontal region. However, 2‐year‐olds showed different patterns of activation from 3‐year‐olds in right medial frontal regions. In Study 2, which included two toddlers identified with early language delays along with 16 typically developing toddlers, neural differentiation of communicative stimuli in the right medial frontal region at age 2 predicted receptive language at age 3. Specifically, after accounting for variance related to verbal ability at age 2, increased neural activation for communicative gestures (vs. both communicative speech and noncommunicative gestures) at age 2 predicted higher receptive language scores at age 3. These results are discussed in the context of the underlying mechanisms of toddler language development and use of fNIRS in prediction of language outcomes.

Empirically based developmental and behavioral intervention programs targeting the core symptoms and language development in toddlers and preschool children with autism spectrum disorder

Empirically based developmental and behavioral intervention programs targeting the core symptoms and language development in toddlers and preschool children with autism spectrum disorder Abstract. This systematic review summarizes findings of articles included in the German AWMF-S3 clinical guideline on early intervention in autism spectrum disorders (ASD). We present the current state-of the art of evidence-based interventions for toddlers and preschool-aged children with ASD, specifically targeting the core symptoms and language development. We included studies on manualized developmental and behavioral interventions for children with ASD aged <7 years according to DSM-III(R), DSM-IV(TR), DSM-5, and ICD-10. The publication dates ranged from 1 January 2011 to 31 August 2018 or as included in the NICE-children guidelines. Studies were included by an iterative hierarchy: systematic review > randomized-controlled trial > clinically controlled trial. Outcome measures were core ASD symptoms and precursor abilities, or language abilities. The interventions were collated by (1) frequency and (2) approach. The studies focused on low-intensive interventions targeting parental synchrony, the child's initiations, reciprocity, joint attention, play and imitation skills as well as comprehensive interventions. Improvement of core ASD symptoms regarding social communication was observed for low-intensive training of parental synchrony and child's reciprocity as well as for low-intensive comprehensive developmental interventions implementing natural-learning paradigms. High-frequency discrete trial interventions did not improve social communication. Language abilities improved by comprehensive interventions. In conclusion, intervention recommendations are summarized.

Prenatal exposure to environmental heavy metals and language development in toddlers

Prenatal exposure to environmental heavy metals and language development in toddlers

The correlation between Mother's Knowledge About Language Stimulation and Language Development Of Toddlers in Lengkong, Mumbulsari, Jember

Abstract&#x0D; The first three years of age is an important period for the development of children’s languange. Early stimulation as a parent especially mother to promote children’s development needs to be done. Before doing stimulation, the mothers need sufficient knowledge about development stimulation so mothers can do stimulation properly to their children. The aim of this study is to analyze the correlation between the mother’s knowledge about language stimulation and language development of toddlers in Lengkong , Mumbulsari, Jember. An analitic observational study with cross sectional study design which the subjects were 70 mother who have toddlers at Lengkong, Mumbulsari, Jember who met inclusion and exclusion criteria. The result of spearman correlation test between mother’s knowledge about language stimulation and language development of children aged 1-3 years is p=0,000 (p&lt;0.005) which mean there is significant correlation between the mother’s knowledge about language stimulation and language development of children aged 1-3 years in Lengkong , Mumbulsari, Jember.&#x0D; &#x0D; Keywords: knowledge, stimulation, language development.

Reduced frontal gamma power at 24 months is associated with better expressive language in toddlers at risk for autism.

Frontal gamma power has been associated with early language development in typically developing toddlers, and gamma band abnormalities have been observed in individuals with autism spectrum disorder (ASD), as well as high-risk infant siblings (those having an older sibling with ASD), as early as 6 months of age. The current study investigated differences in baseline frontal gamma power and its association with language development in toddlers at high versus low familial risk for autism. Electroencephalography recordings as well as cognitive and behavioral assessments were acquired at 24 months as part of prospective, longitudinal study of infant siblings of children with and without autism. Diagnosis of autism was determined at 24-36 months, and data were analyzed across three outcome groups-low-risk without ASD (n = 43), high-risk without ASD (n = 42), and high-risk with ASD (n = 16). High-risk toddlers without ASD had reduced baseline frontal gamma power (30-50 Hz) compared to low-risk toddlers. Among high-risk toddlers increased frontal gamma was only marginally associated with ASD diagnosis (P = 0.06), but significantly associated with reduced expressive language ability (P = 0.007). No association between gamma power and language was present in the low-risk group. These findings suggest that differences in gamma oscillations in high-risk toddlers may represent compensatory mechanisms associated with improved developmental outcomes. Autism Res 2019, 12: 1211-1224. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study looked at differences in neural activity in the gamma range and its association with language in toddlers with and without increased risk for ASD. At 2 years of age, gamma power was lower in high-risk toddlers without ASD compared to a low-risk comparison group. Among high-risk toddlers both with and without later ASD, reduced gamma power was also associated with better language outcomes, suggesting that gamma power may be a marker of language development in high-risk children.

Increasing deictic gesture use to support the language development of toddlers from high poverty backgrounds

This study uses a single-case, multiple probe design to investigate the effects of a naturalistic intervention on deictic gesture use in toddlers who are from low-SES backgrounds. The month-long study included strategies drawn from the literature on early communication interventions to increase the rate of child gesture use in toddlers at-risk for later delays. These strategies include frequent modeling of deictic gestures (points, shows, reaches, and gives), creating opportunities for the child to gesture by using environmental arrangements, choices, and wait time, and by responding and expanding each gesture. All three child participants made gains in their rates of deictic gestures after the onset of intervention with no overlap between the intervention and baseline conditions. Children also made gains to gesture + vocalization combinations and gesture + word combinations in this short-term intervention. This study offers preliminary evidence that prelinguistic interventions for children at-risk can be used to increase rates of communication in toddlers in poverty.

Enhancing the language development of toddlers in foster care by promoting foster parents' sensitivity: Results from a randomized controlled trial.

Young children in foster care are at increased risk for problematic language development, making early intervention a critical tool in enhancing these children's foundational language abilities. This study examined the efficacy of an early preventative intervention, Attachment and Biobehavioral Catch-up for Toddlers (ABC-T), in improving the receptive vocabulary abilities of toddlers placed in foster care. All the children had been removed from their biological parents' care and placed into foster care. When children were between 24 and 36months old, foster parents were contacted by research staff and consented to participate. Parents were randomly assigned using a random number generator to receive either ABC-T (n=45), which aimed to promote sensitive parenting for children who have experienced early adversity, or a control intervention (n=43). Foster children's receptive vocabulary skills were assessed post-intervention using the Peabody Picture Vocabulary Test, Third Edition, when children were between 36 and 60months old. Children whose foster parents received ABC-T demonstrated more advanced receptive vocabulary abilities than children whose foster parents received the control intervention. The positive effect of ABC-T on foster children's receptive vocabulary was mediated by increases in foster parents' sensitivity during parent-child interactions. Trial registration: ClinicalTrials.gov NCT01261806.

Faktor-Faktor yang Berhubungan dengan Perkembangan Bahasa Balita di UPTD Kesehatan Baserah Tahun 2016

An important period in the development of the child is a toddler years. leanguage ability is an indicator of the whole development of the child. Lack of stimulation will cause speech and language disorders even these disorders can be settled. Long-term observation stated that 42.5% children who have speech and language delays at risk of difficulty learning, difficulty reading and writing and will cause less academic achievement overall, in some cases have a low IQ. The purpose of this study was to determine the factors associated with infant language development at Health UPTD 2016. Base quantitative research methods, this kind of research is analytic with study case control design.The population in this study are all mothers who have children in UPTD Health Baserah 2015 are 1248 people, with the samples using a ratio of 1: 1, 43 with a sample of cases and 43 with a control sample, sampling technique using systematic random sampling and data analysis using Chi-Square.The results showed correlation between knowledge with toddler language development, there is a connection with the development of language parenting a toddler, and no socio-economic relations dengann toddler language development. For health workers is expected to provide information to mothers who have children in the prevention and early detection of developmental language delays.

Prenatal phthalate exposure and language development in toddlers from the Odense Child Cohort

BackgroundPhthalates are a group of chemicals found in a variety of consumer products. They have anti-androgenic properties and human studies have reported associations between prenatal phthalate exposure and neuropsychological development in the offspring despite different cognitive tests, different ages and varying timing of exposure. ObjectivesTo investigate the association between prenatal phthalate exposure and language development in children aged 20–36months. MethodsIn the Odense Child Cohort, we analyzed 3rd trimester urine samples of 518 pregnant women for content of metabolites of diethyl, di-n-butyl, diisobutyl, butylbenzyl, di(2-ethylhexyl), and diisononyl phthalate, adjusted for osmolality. Language development was addressed using the Danish version of the MacArthur-Bates Communicative Development Inventories “Words and Sentences”. Associations were assessed using logistic regression models comparing children below and above the 15th percentile while stratifying by sex and adjusting for maternal age and educational level. ResultsPhthalate metabolites were detectable in all samples although in lower levels than previous studies. Among boys, increased prenatal phthalate exposure was associated with lower scores in language development; odds ratios for vocabulary score below the 15th percentile with doubling in monoethyl phthalate, and summed di-(2-ethylhexyl) phthalate metabolites were respectively 1.24 (95% confidence interval: 1.05,1.46), and 1.33 (1.01,1.75). Similar associations were found for language complexity. No associations were found for girls. ConclusionsOur findings are notable, as adverse associations were suggested even in this low-level exposed population, with only one spot urine sample for exposure assessment and control for confounders. Lower scores in early language development are of relevance to health as this test predicts later educational success.

Effects of an Evidence-based Intervention on the Australian English Language Development of a Vulnerable Group of young Aboriginal Children

LEARNING IN BOTH INFORMAL and formal settings is vital to each child's sense of wellbeing and achievement, particularly for children identified as experiencing high levels of disadvantage and having markedly increased risk of poor educational attainment, health and development. National data indicates that Aboriginal children are especially vulnerable to low levels of engagement with education systems, including preschool. Recent reforms in early childhood education and care provision draw attention to focused educational strategies to promote early learning, since high-quality early learning experiences help to ameliorate early disadvantage. This paper describes an experimental study designed to assess the effect of an evidence-based early learning intervention that targets both toddler language development and their capacity to attend to tasks with an adult (in this study, an early childhood educator and/or allied health professional). Aboriginal children aged 23 to 36 months participated in this intervention that was implemented by the educators at an Aboriginal long day care service over four months. The children were assessed pre-, post- and three-months following the intervention. The significant increase in their expressive and receptive language, and their initiation of joint attention behaviours, illustrates the potential of this intervention to change the language growth trajectories of very young children who live in similar circumstances. The study findings provide direction for program improvement across the centre, and set the scene for achieving practice change that may close gaps in development and achievement for children experiencing high levels of disadvantage early—long before school. Further research on the effectiveness of a larger-scale program improvement strategy is underway.