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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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Operant Conditioning Intervention01:24

Operant Conditioning Intervention

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Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...
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Language and Cognition01:27

Language and Cognition

325
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
325
Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Parents Plus: A Parent-Implemented Intervention for Preschool Children With Developmental Language Disorders.

Brook Sawyer1, Annemarie Hindman2, Julie Smith3

  • 1Department of Education and Human Development, Lehigh University, Bethlehem, PA.

Language, Speech, and Hearing Services in Schools
|November 26, 2024
PubMed
Summary
This summary is machine-generated.

Parents Plus intervention shows promise for improving language skills in children with developmental language disorder. Parents found the program acceptable and beneficial for supporting early language development.

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Area of Science:

  • Child Development
  • Speech-Language Pathology
  • Educational Psychology

Background:

  • Parent engagement is crucial for early intervention services for children with disabilities, particularly language disorders.
  • Parents often require specific training to effectively support their child's language development during early childhood.
  • The Parents Plus intervention aims to equip parents with skills for fostering language development.

Purpose of the Study:

  • To preliminarily test the efficacy and social validity of the Parents Plus intervention for parents of children with developmental language disorder.
  • To assess the impact of the Parents Plus intervention on children's language skills.

Main Methods:

  • A small-scale randomized controlled trial involving 31 parent-child dyads.
  • 16 dyads received the Parents Plus intervention (online training and coaching in focused stimulation).
  • 15 dyads were assigned to a control condition.

Main Results:

  • The Parents Plus intervention demonstrated potential in enhancing children's vocabulary and morphosyntactic skills.
  • Parents reported high social validity, finding the intervention's goals, content, procedures, and outcomes acceptable.
  • The intervention utilizes focused stimulation, an evidence-based strategy.

Conclusions:

  • The Parents Plus intervention is a promising, socially valid approach for supporting early language development in children with language disorders.
  • Findings suggest implications for educational practices and highlight the need for future research in parent-mediated interventions.