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The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur Bates Communicative Development Inventory for

Naomi K Caselli¹, Amy M Lieberman², Jennie E Pyers²

¹Wheelock College of Education and Human Development, Boston University, 2 Silber Way, 3rd Floor, Boston, MA, 02215, USA. nkc@bu.edu.

Behavior Research Methods

|March 18, 2020

Summary

The updated American Sign Language Communicative Development Inventory (ASL-CDI 2.0) assesses early ASL vocabulary in deaf children. Findings show vocabulary growth with age and differences between receptive and expressive skills.

Keywords:

language deprivation sign language vocabulary acquisition

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Area of Science:

Linguistics
Developmental Psychology
Deaf Education

Background:

Early vocabulary is crucial for language development.
The MacArthur Bates Communicative Development Inventory is widely used but needed an ASL update.
Assessing ASL vocabulary is vital for research and clinical practice in deaf children.

Purpose of the Study:

To introduce the American Sign Language Communicative Development Inventory 2.0 (ASL-CDI 2.0).
To provide a normed, online assessment of early ASL vocabulary for children.
To analyze the measurement properties and findings of the ASL-CDI 2.0.

Main Methods:

Developed the ASL-CDI 2.0 with online video-based ASL sign presentation.
Normed the assessment on 120 deaf children (9-73 months) with deaf parents.
Validated ASL-CDI 2.0 through in-person receptive and expressive tasks.

Main Results:

ASL-CDI 2.0 demonstrates vocabulary increases with age in deaf children.
An early noun bias was observed, shifting with age.
A lag between receptive and expressive ASL vocabulary acquisition was identified.

Conclusions:

The ASL-CDI 2.0 is a valid and reliable tool for assessing early ASL vocabulary.
The inventory can be administered online by individuals without formal sign language training.
Findings provide insights for clinical and research applications in deaf language development.