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Related Concept Videos

Language Development01:22

Language Development

318
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...
318
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

64
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.
64

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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Speech-Language Pathologists' Self-Reported Language Input and Recommendations During Early Intervention.

Nell Maltman1, Emily Lorang1, Courtney Venker2

  • 1University of Wisconsin-Madison, USA.

Journal of Early Intervention
|November 28, 2024
PubMed
Summary
This summary is machine-generated.

Early intervention speech-language pathologists (SLPs) recommend expanding child utterances most often. However, SLPs’ strategies and recommendations to caregivers sometimes inconsistently align, highlighting the need for careful evaluation in early intervention.

Keywords:
caregiver recommendationsearly interventionspeech-language pathologistsurvey

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Area of Science:

  • Speech-language pathology
  • Developmental pediatrics
  • Early childhood education

Background:

  • Language delays affect many young children.
  • Caregiver involvement is crucial for early intervention (EI) success.
  • Understanding SLP strategies informs effective EI practices.

Purpose of the Study:

  • To investigate the language input strategies EI SLPs use and recommend to caregivers.
  • To identify child factors influencing SLP decisions on language input.
  • To examine the alignment between SLPs' strategies and recommendations.

Main Methods:

  • Online survey administered to 213 EI SLPs.
  • Statistical analyses including Wilcoxon signed-rank tests, Friedman's ANOVA, and Spearman correlations.
  • Assessment of self-reported strategy use, recommendations, and influencing child factors.

Main Results:

  • EI SLPs most frequently recommended expanding on child utterances.
  • Grammatical input was used and recommended more than telegraphic input.
  • Inconsistencies were found between SLPs' reported strategies and caregiver recommendations.

Conclusions:

  • EI SLPs' strategy use and recommendations require careful consideration.
  • The alignment between practice and recommendations is critical for effective EI.
  • Further research should explore the impact of these strategies on child language development.