Effects of Prelinguistic Communication Levels on Initiation and Repair of Communication in Children With Disabilities

Brady, Nancy C.; Steeples, Tammy; Fleming, Kandace
October 2005
Journal of Speech, Language & Hearing Research;Oct2005, Vol. 48 Issue 5, p1098
Academic Journal
Purpose: This study examined the effects of expressive and receptive language levels on initiated and repaired communication acts by prelinguistic children with developmental disabilities. Method: In this descriptive study, participants were 45 children between the ages of 3 and 6 years who had severe delays in expressive communication. Some children communicated with 12 or fewer spoken words; others communicated exclusively with gestures and vocalizations. Participants also had delays in receptive language, and 41 of the 45 had below average IQ scores. The children participated in a scripted interaction with examiners that was designed to provide opportunities to initiate requests and comments, and to repair communication breakdowns. Videotapes of these interactions were later coded for analysis. Results: Regression models indicated that differences in children's expressive communication levels and receptive language scores significantly predicted children's commenting communication acts during the scripted interaction, even after the authors accounted for child IQ. Expressive communication level was also a significant predictor of initiated requests when the authors controlled for IQ. Expressive communication level contributed to the variance in children's repairs following communication breakdowns; however, this contribution was not significant. Conclusion: Differences in levels of prelinguistic communication development predict commenting abilities in children with developmental disabilities but do not appear to predict likelihood to repair communication breakdowns.


Related Articles

  • The Orthographic Code: Developmental Trends in Reading-Disabled and Normally-Achieving Children. Zecker, Steven G. // Annals of Dyslexia;1991, Vol. 41, p178 

    An auditory rhyme detection task was employed to examine orthographic code development in 27 reading-disabled (RD) and 27 normally-achieving (NA) children ranging in age from 7-0 to 11-5. The amount of orthographic facilitation (that is, the reduction in response latencies for orthographically...

  • Atypical Lexical/Semantic Processing in High-Functioning Autism Spectrum Disorders without Early Language Delay. Kamio, Yoko; Robins, Diana; Kelley, Elizabeth; Swainson, Brook; Fein, Deborah // Journal of Autism & Developmental Disorders;Jul2007, Vol. 37 Issue 6, p1116 

    Although autism is associated with impaired language functions, the nature of semantic processing in high-functioning pervasive developmental disorders (HFPDD) without a history of early language delay has been debated. In this study, we aimed to examine whether the automatic lexical/semantic...

  • Identifying Potential Communicative Acts in Children with Developmental and Physical Disabilities. Sigafoos, Jeff; Woodyatt, Gail; Keen, Deb; Tait, Kathleen; Tucker, Madonna; Roberts-Pennell, Donna; Pittendreigh, Nicole // Communication Disorders Quarterly;Winter2000, Vol. 21 Issue 2, p77 

    There is growing recognition of the communicative potential in many of the informal and idiosyncratic behaviors exhibited by children with developmental and physical disabilities. To assist in assessment and intervention planning, it would seem important to identify these potential communicative...

  • Joint Engagement and the Emergence of Language in Children with Autism and Down Syndrome. Adamson, Lauren B.; Bakeman, Roger; Deckner, Deborah F.; Romski, MaryAnn // Journal of Autism & Developmental Disorders;Jan2009, Vol. 39 Issue 1, p84 

    Systematic longitudinal observations were made as typically developing toddlers and young children with autism and with Down syndrome interacted with their caregivers in order to document how joint engagement developed over a year-long period and how variations in joint engagement experiences...

  • Do Children with Autism have a Theory of Mind? A Non-verbal Test of Autism vs. Specific Language Impairment. Colle, Livia; Baron-Cohen, Simon; Hill, Jacqueline // Journal of Autism & Developmental Disorders;Apr2007, Vol. 37 Issue 4, p716 

    Children with autism have delays in the development of theory of mind. However, the sub-group of children with autism who have little or no language have gone untested since false belief tests (FB) typically involve language. FB understanding has been reported to be intact in children with...

  • What Automated Vocal Analysis Reveals About the Vocal Production and Language Learning Environment of Young Children with Autism. Warren, Steven F.; Gilkerson, Jill; Richards, Jeffrey A.; Oller, D. Kimbrough; Dongxin Xu; Yapanel, Umit; Gray, Sharmistha // Journal of Autism & Developmental Disorders;May2010, Vol. 40 Issue 5, p555 

    The study compared the vocal production and language learning environments of 26 young children with autism spectrum disorder (ASD) to 78 typically developing children using measures derived from automated vocal analysis. A digital language processor and audio-processing algorithms measured the...

  • NATURALISTIC LANGUAGE TEACHING PROCEDURES FOR CHILDREN AT RISK FOR LANGUAGE DELAYS. Peterson, Pete // Research to Practice: Effective Interventions in Learning Disabi;2005, p72 

    Deals with naturalistic language teaching procedures to address the need for language intervention in children at risk for language delays or children with developmental disabilities. Features of incidental teaching; Overview of the mand-model procedure; Information on the time-delay or delayed...

  • Editorial. Oakhill, Jane // Reading & Writing;Oct2005, Vol. 18 Issue 7-9, piii 

    The article comments on the articles published in the October 2005 issue of the journal "Reading and Writing." The papers address the development of comprehension skills, the problems of poor comprehenders in mainstream populations and procedures for the remediation of comprehension problems. Of...

  • Conversational Interactions of the Learning Disabled and Nondisabled Child. Markoski, Barbara D. // Journal of Learning Disabilities;Dec1983, Vol. 16 Issue 10 

    Examines the conversations between learning disabled children and their nondisabled peers. Results suggesting that the learning disabled and control groups are distinguished on the basis of their verbal communications; Indications that learning disabled children produced more statements...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics