Relative Treatment Effects of Two Prelinguistic Communication Interventions on Language Development in Toddlers With Developmental Delays Vary by Maternal Characteristics

Yoder, Paul J.; Warren, Steven F.
February 2001
Journal of Speech, Language & Hearing Research;Feb2001, Vol. 44 Issue 1, p224
Academic Journal
Presents information on a study which tested whether two prelinguistic communication interventions in toddlers have a differential effect on productive and receptive language development six and 12 months after the end of treatment. Methodology of the study; Results and discussion on the study.


Related Articles

  • When a child's silence isn't golden. Kalb, Claudia; Namuth, Tessa // Newsweek;Spring/Summer97, Vol. 129 Issue 9, p23 

    Looks at the debate concerning whether so-called late talking children should be given speech therapy or allowed to speak on their own. Emphasis more and more on speech therapy for such children; Arguments pro and con; The debate continuing.

  • Real-Time Inflectional Processing by Children With Specific Language Impairment: Effects of... Montgomery, James W.; Leonard, Laurence B. // Journal of Speech, Language & Hearing Research;Dec1998, Vol. 41 Issue 6, p1432 

    Examines the processing of low-phonetic-substance inflections versus a higher-phonetic-substance inflection by children with specific language impairment (SLI). Performance of children with SLI; Sensitivity of children to target inflections; Stimulus generation procedures.

  • Correlation of Functional Independence Measure for Children (WeeFIM) With Developmental Language Tests in Children With Developmental Delay. Virginia Wong; Yick-Cheung Trevor Au-Yeung; Ping-Keung Law // Journal of Child Neurology;Jul2005, Vol. 20 Issue 7, p613 

    The Functional Independence Measure for Children (WeeFIM) is a simple tool for assessing the functional independence of three domains: mobility, self-care, and cognition. Children are usually apprehensive about performing standardized structured language or developmental tests; and only licensed...

  • The Pivotal Role of Parents in Documenting Early Development. Marschik, Peter B. // North American Journal of Medical Sciences;Jan2014, Vol. 6 Issue 1, p48 

    The article offers the author's insights on the role of parents in the assessment of the developmental domains of children with late developmental disabilities diagnosis. Topics discussed by the author include the limitations of parental reports in documenting vocabulary types and phonological...

  • The Development of Sex Differences in Infantile Autism. Tsai, Luke Y.; Beisler, Jean M. // British Journal of Psychiatry;Apr83, Vol. 142, p373 

    Seventy-five autistic children, 52 males and 23 females, were admitted to the Iowa Autism Programme over a 3-year period. An overall male- female ratio of 2.26:1 was found, but in the patients with lQs less than 50, the ratio was 1.31:1. When IQ and receptive language functioning were considered...

  • Better Speech Clubs In Speech Therapy. Howard, Joseph W. // Western Speech;Summer1959, Vol. 23 Issue 3, p162 

    Focuses on speech therapists in Stanislaus County Schools in California's Better Speech Club program to accelerate a favorable acceptance of speech therapy classes by children. Principle of the program; Speech therapists' coordination with the kindergarten teacher in the classroom on a language...

  • Not Talking. Eden, Alvin // Pediatrics for Parents;2007, Vol. 23 Issue 7, p13 

    The article presents question and answer related to language development in children. Parents have asked about the status of their two-year-old boy who could enunciate couple of words but understands parents' language. Doctor Alvin Eden of Atlanta, Georgia has suggested consulting the child's...

  • A new paradigm to inform inter-professional learning for integrating speech and language provision into secondary schools: a socio-cultural activity theory approach. Martin, Deirdre // Child Language Teaching & Therapy;Jun2008, Vol. 24 Issue 2, p173 

    The article offers an approach to understand and investigate inter-professional learning across agencies for children and young people with speech, language and communication needs (SLCN) in schools in England. It focuses on speech and language therapy and school staff who are learning to work...

  • PERSISTENT DEVELOPMENTAL STUTTERING: FLUENCY ASSESSMENT PRE- AND POST-TREATMENT. Moço Canhetti de Oliveira, Cristiane; Jacomini Pereira, Larissa // Revista CEFAC;2014, Vol. 16 Issue 1, p120 

    Purpose: to compare the fluency of children who stutter as to the percentage of stuttered syllables, percentage of speech disruption, flow of syllables and word per minute and severity of stuttering in pre and post-therapeutic program. Method: 10 children, who stutter, aged from 6.0 to 11.11...


Read the Article


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

Try another library?
Sign out of this library

Other Topics