Body movement imitation and early language as predictors of later social communication and language outcomes: A longitudinal study / Andrea DOHMEN in Autism & Developmental Language Impairments, 1 (January-December 2016)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 1 (January-December 2016) Titre : Body movement imitation and early language as predictors of later social communication and language outcomes: A longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Andrea DOHMEN, Auteur ; Dorothy V. M. BISHOP, Auteur ; Shula CHIAT, Auteur ; Penny ROY, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsOver recent decades much research has focused on detecting predictors of different language trajectories in children with early language delay but there has been very little exploration of social communication trajectories in these children. We report a longitudinal study that investigated the predictive value and clinical significance of elicited body movement imitation and language for later social communication and language outcome in Late Talkers.MethodsParticipants were 29 German-speaking children who were identified with delayed onset and progression of language at two years and followed up at four years. Novel assessments of posture and gesture imitation were administered at Time 1, together with standardised language measures. All body movement imitation items involved self-other mappings, assumed to rely on sociocognitive capacities. At Time 2, children were assessed on standard language tests, together with parental reports of social communication.ResultsEarly language skills at Time 1 were significantly associated with later language outcome and body movement imitation skills at Time 1 with later social communication outcome. Logistic regression analyses revealed that body movement imitation as well as language at Time 1 added significantly to the prediction of language outcome at Time 2, whereas only body movement imitation made a significant contribution to the prediction of social communication outcome at Time 2.Conclusions and implicationsTheoretically, results highlight the need to account for the heterogeneity of different language and communication trajectories in children with early language delay and point to the importance of sociocognitive difficulties observed in some of these children. Clinically, this study demonstrated that body movement imitation measures have the potential to improve the identification of pre-schoolers who are at risk of later social communication and language problems. En ligne : https://doi.org/10.1177/2396941516656636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Body movement imitation and early language as predictors of later social communication and language outcomes: A longitudinal study [Texte imprimé et/ou numérique] / Andrea DOHMEN, Auteur ; Dorothy V. M. BISHOP, Auteur ; Shula CHIAT, Auteur ; Penny ROY, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 1 (January-December 2016) Index. décimale : PER Périodiques Résumé : Background and aimsOver recent decades much research has focused on detecting predictors of different language trajectories in children with early language delay but there has been very little exploration of social communication trajectories in these children. We report a longitudinal study that investigated the predictive value and clinical significance of elicited body movement imitation and language for later social communication and language outcome in Late Talkers.MethodsParticipants were 29 German-speaking children who were identified with delayed onset and progression of language at two years and followed up at four years. Novel assessments of posture and gesture imitation were administered at Time 1, together with standardised language measures. All body movement imitation items involved self-other mappings, assumed to rely on sociocognitive capacities. At Time 2, children were assessed on standard language tests, together with parental reports of social communication.ResultsEarly language skills at Time 1 were significantly associated with later language outcome and body movement imitation skills at Time 1 with later social communication outcome. Logistic regression analyses revealed that body movement imitation as well as language at Time 1 added significantly to the prediction of language outcome at Time 2, whereas only body movement imitation made a significant contribution to the prediction of social communication outcome at Time 2.Conclusions and implicationsTheoretically, results highlight the need to account for the heterogeneity of different language and communication trajectories in children with early language delay and point to the importance of sociocognitive difficulties observed in some of these children. Clinically, this study demonstrated that body movement imitation measures have the potential to improve the identification of pre-schoolers who are at risk of later social communication and language problems. En ligne : https://doi.org/10.1177/2396941516656636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Early phonological and sociocognitive skills as predictors of later language and social communication outcomes / Shula CHIAT in Journal of Child Psychology and Psychiatry, 49-6 (June 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-6 (June 2008) . - p.635-645 Titre : Early phonological and sociocognitive skills as predictors of later language and social communication outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Shula CHIAT, Auteur ; Penny ROY, Auteur Année de publication : 2008 Article en page(s) : p.635-645 Langues : Anglais (eng) Mots-clés : Delayed-language early-clinical-predictors repetition social-cognition social-communication longitudinal Index. décimale : PER Périodiques Résumé : Background: Previous studies of outcome for children with early language delay have focused on measures of early language as predictors of language outcome. This study investigates whether very early processing skills (VEPS) known to underpin language development will be better predictors of specific language and social communication outcomes than measures of language itself. Method: Participants were 163 children referred to clinical services with concerns about language at 2;6–3;6 years and followed up at 4–5 years. Novel assessments of phonological and sociocognitive processing were administered at Time 1 (T1), together with a standardised test of receptive and expressive language, and parental report of expressive vocabulary. The language test was re-administered at Time 2 (T2), together with assessments of morphosyntax and parental reports of social communication. Results: Intercorrelations at and between T1 and T2 were high, and dissociations were rare. Ordinal regressions were run, entering predictors singly and simultaneously. With the exception of the phonological task, every early measure on its own was significantly predictive of most outcomes, and receptive language was the strongest all-round predictor. Results of simultaneous entry, controlling for the effect of other predictors, showed that early language was the strongest predictor of general language outcome, but early phonology was the strongest predictor of a measure of morphosyntax, and early sociocognition the strongest predictor of social communication. Conclusions: Language measures which draw on a wide range of skills were the strongest overall predictors of general language outcomes. However, our VEPS measures were stronger predictors of specific outcomes. The clinical and theoretical implications of these findings are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01881.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 [article] Early phonological and sociocognitive skills as predictors of later language and social communication outcomes [Texte imprimé et/ou numérique] / Shula CHIAT, Auteur ; Penny ROY, Auteur . - 2008 . - p.635-645. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-6 (June 2008) . - p.635-645 Mots-clés : Delayed-language early-clinical-predictors repetition social-cognition social-communication longitudinal Index. décimale : PER Périodiques Résumé : Background: Previous studies of outcome for children with early language delay have focused on measures of early language as predictors of language outcome. This study investigates whether very early processing skills (VEPS) known to underpin language development will be better predictors of specific language and social communication outcomes than measures of language itself. Method: Participants were 163 children referred to clinical services with concerns about language at 2;6–3;6 years and followed up at 4–5 years. Novel assessments of phonological and sociocognitive processing were administered at Time 1 (T1), together with a standardised test of receptive and expressive language, and parental report of expressive vocabulary. The language test was re-administered at Time 2 (T2), together with assessments of morphosyntax and parental reports of social communication. Results: Intercorrelations at and between T1 and T2 were high, and dissociations were rare. Ordinal regressions were run, entering predictors singly and simultaneously. With the exception of the phonological task, every early measure on its own was significantly predictive of most outcomes, and receptive language was the strongest all-round predictor. Results of simultaneous entry, controlling for the effect of other predictors, showed that early language was the strongest predictor of general language outcome, but early phonology was the strongest predictor of a measure of morphosyntax, and early sociocognition the strongest predictor of social communication. Conclusions: Language measures which draw on a wide range of skills were the strongest overall predictors of general language outcomes. However, our VEPS measures were stronger predictors of specific outcomes. The clinical and theoretical implications of these findings are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01881.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457

Early vocabulary development in deaf native signers: a British Sign Language adaptation of the communicative development inventories / Tyron WOOLFE in Journal of Child Psychology and Psychiatry, 51-3 (March 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-3 (March 2010) . - p.322-331 Titre : Early vocabulary development in deaf native signers: a British Sign Language adaptation of the communicative development inventories Type de document : Texte imprimé et/ou numérique Auteurs : Tyron WOOLFE, Auteur ; Penny ROY, Auteur ; Rosalind HERMAN, Auteur ; Bencie WOLL, Auteur Année de publication : 2010 Article en page(s) : p.322-331 Langues : Anglais (eng) Mots-clés : Sign-language early-vocabulary-development assessment deaf CDI Index. décimale : PER Périodiques Résumé : Background: There is a dearth of assessments of sign language development in young deaf children. This study gathered age-related scores from a sample of deaf native signing children using an adapted version of the MacArthur-Bates CDI (Fenson et al., 1994). Method: Parental reports on children's receptive and expressive signing were collected longitudinally on 29 deaf native British Sign Language (BSL) users, aged 8–36 months, yielding 146 datasets. Results: A smooth upward growth curve was obtained for early vocabulary development and percentile scores were derived. In the main, receptive scores were in advance of expressive scores. No gender bias was observed. Correlational analysis identified factors associated with vocabulary development, including parental education and mothers' training in BSL. Individual children's profiles showed a range of development and some evidence of a growth spurt. Clinical and research issues relating to the measure are discussed. Conclusions: The study has developed a valid, reliable measure of vocabulary development in BSL. Further research is needed to investigate the relationship between vocabulary acquisition in native and non-native signers. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02151.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=989 [article] Early vocabulary development in deaf native signers: a British Sign Language adaptation of the communicative development inventories [Texte imprimé et/ou numérique] / Tyron WOOLFE, Auteur ; Penny ROY, Auteur ; Rosalind HERMAN, Auteur ; Bencie WOLL, Auteur . - 2010 . - p.322-331. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-3 (March 2010) . - p.322-331 Mots-clés : Sign-language early-vocabulary-development assessment deaf CDI Index. décimale : PER Périodiques Résumé : Background: There is a dearth of assessments of sign language development in young deaf children. This study gathered age-related scores from a sample of deaf native signing children using an adapted version of the MacArthur-Bates CDI (Fenson et al., 1994). Method: Parental reports on children's receptive and expressive signing were collected longitudinally on 29 deaf native British Sign Language (BSL) users, aged 8–36 months, yielding 146 datasets. Results: A smooth upward growth curve was obtained for early vocabulary development and percentile scores were derived. In the main, receptive scores were in advance of expressive scores. No gender bias was observed. Correlational analysis identified factors associated with vocabulary development, including parental education and mothers' training in BSL. Individual children's profiles showed a range of development and some evidence of a growth spurt. Clinical and research issues relating to the measure are discussed. Conclusions: The study has developed a valid, reliable measure of vocabulary development in BSL. Further research is needed to investigate the relationship between vocabulary acquisition in native and non-native signers. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02151.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=989

Institutional care: associations between inattention and early reading performance / Penny ROY in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.480–487 Titre : Institutional care: associations between inattention and early reading performance Type de document : Texte imprimé et/ou numérique Auteurs : Penny ROY, Auteur ; Michael RUTTER, Auteur Année de publication : 2006 Article en page(s) : p.480–487 Langues : Anglais (eng) Mots-clés : Institutional-care family-foster-care inattention underachievement reading Index. décimale : PER Périodiques Résumé : Background: Recent government papers have expressed concern about the poor educational attainment of 'looked after' children. Early reading development has been found to be significant in their subsequent academic achievement. The possibility that biosocial factors extraneous to their experiences in public care may underpin their low attainment has not been investigated to date. Methods: The reading ability of 19 primary school children, who had been raised in institutional care from an early age, were compared with 19 children, matched for age and sex, who were comparable in biological background and who had experienced uninterrupted family foster care. Both groups were compared with classroom controls using teacher questionnaires, interviews, systematic observations and cognitive testing. Results: Reading delay was more prevalent in the institutional group and as a group they had lower reading scores than the children reared in family foster care. Variation in IQ accounted for the lower reading scores of the family foster care group compared with their matched classroom controls. Inattention, found in a previous study to be much more evident in the institutional group, partially accounted for the group difference in reading scores, and was situationally specific to formal teacher-directed tasks. Differential effects of caregivers' interest in terms of help with homework were also found. Conclusions: Early reading performance was associated with the experience of being raised 'in care' but was not an inevitable outcome. It was concluded that the type of substitute caregiving experienced affected reading performance. Institutional upbringing affected reading performance both directly and indirectly through the heightened levels of inattention associated with institutional care. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01526.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=733 [article] Institutional care: associations between inattention and early reading performance [Texte imprimé et/ou numérique] / Penny ROY, Auteur ; Michael RUTTER, Auteur . - 2006 . - p.480–487. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.480–487 Mots-clés : Institutional-care family-foster-care inattention underachievement reading Index. décimale : PER Périodiques Résumé : Background: Recent government papers have expressed concern about the poor educational attainment of 'looked after' children. Early reading development has been found to be significant in their subsequent academic achievement. The possibility that biosocial factors extraneous to their experiences in public care may underpin their low attainment has not been investigated to date. Methods: The reading ability of 19 primary school children, who had been raised in institutional care from an early age, were compared with 19 children, matched for age and sex, who were comparable in biological background and who had experienced uninterrupted family foster care. Both groups were compared with classroom controls using teacher questionnaires, interviews, systematic observations and cognitive testing. Results: Reading delay was more prevalent in the institutional group and as a group they had lower reading scores than the children reared in family foster care. Variation in IQ accounted for the lower reading scores of the family foster care group compared with their matched classroom controls. Inattention, found in a previous study to be much more evident in the institutional group, partially accounted for the group difference in reading scores, and was situationally specific to formal teacher-directed tasks. Differential effects of caregivers' interest in terms of help with homework were also found. Conclusions: Early reading performance was associated with the experience of being raised 'in care' but was not an inevitable outcome. It was concluded that the type of substitute caregiving experienced affected reading performance. Institutional upbringing affected reading performance both directly and indirectly through the heightened levels of inattention associated with institutional care. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01526.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=733

Institutional Care: Risk from Family Background or Pattern of Rearing? / Penny ROY in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.139-149 Titre : Institutional Care: Risk from Family Background or Pattern of Rearing? Type de document : Texte imprimé et/ou numérique Auteurs : Penny ROY, Auteur ; Michael RUTTER, Auteur ; Andrew PICKLES, Auteur Année de publication : 2000 Article en page(s) : p.139-149 Langues : Anglais (eng) Mots-clés : Environmental influences  family factors  fostering  high-risk studies  hyperactivity  residential care  school children Index. décimale : PER Périodiques Résumé : Previous research has shown that children receiving substitute parental care tend to have high rates of emotional/behavioural disturbance, but uncertainty remains on the extent to which this derives from genetic risk, adverse experiences before receiving substitute care, or from risks associated with substitute care experiences. In order to examine the effects of institutional rearing (as a specific form of substitute care), two groups of primary school children reared in substitute care from before the age of 12 months were compared: 19 children in residential group (institutional) care and 19 in continuous stable foster family care (matched for age and gender). The two groups were similar in coming from biological families with high rates of psychopathology and social malfunctioning, but differed with respect to pattern of rearing. Both groups were compared with classroom controls, using teacher questionnaires, systematic classroom observations, and standardised cognitive testing. Parental questionnaires were also obtained for the two substitute care groups. As found previously, the combined substitute care groups differed from controls in showing a high level of hyperactivity/inattention. The observational measures showed a similar effect, indicating that the elevated rate was not attributable to rater bias. The teacher questionnaire and observational measures showed, however, that the increased level of hyperactivity/inattention was substantially higher in the institutional group than the foster family group. Parental questionnaire ratings showed the same contrast between the groups, except that the main difference was on unsociability and emotional disturbance rather than hyperactivity/inattention. It is concluded that, against a background of genetic and early environmental risk, institutional rearing predisposes to a pattern of hyperactivity/inattention. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Institutional Care: Risk from Family Background or Pattern of Rearing? [Texte imprimé et/ou numérique] / Penny ROY, Auteur ; Michael RUTTER, Auteur ; Andrew PICKLES, Auteur . - 2000 . - p.139-149. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.139-149 Mots-clés : Environmental influences  family factors  fostering  high-risk studies  hyperactivity  residential care  school children Index. décimale : PER Périodiques Résumé : Previous research has shown that children receiving substitute parental care tend to have high rates of emotional/behavioural disturbance, but uncertainty remains on the extent to which this derives from genetic risk, adverse experiences before receiving substitute care, or from risks associated with substitute care experiences. In order to examine the effects of institutional rearing (as a specific form of substitute care), two groups of primary school children reared in substitute care from before the age of 12 months were compared: 19 children in residential group (institutional) care and 19 in continuous stable foster family care (matched for age and gender). The two groups were similar in coming from biological families with high rates of psychopathology and social malfunctioning, but differed with respect to pattern of rearing. Both groups were compared with classroom controls, using teacher questionnaires, systematic classroom observations, and standardised cognitive testing. Parental questionnaires were also obtained for the two substitute care groups. As found previously, the combined substitute care groups differed from controls in showing a high level of hyperactivity/inattention. The observational measures showed a similar effect, indicating that the elevated rate was not attributable to rater bias. The teacher questionnaire and observational measures showed, however, that the increased level of hyperactivity/inattention was substantially higher in the institutional group than the foster family group. Parental questionnaire ratings showed the same contrast between the groups, except that the main difference was on unsociability and emotional disturbance rather than hyperactivity/inattention. It is concluded that, against a background of genetic and early environmental risk, institutional rearing predisposes to a pattern of hyperactivity/inattention. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

---

1 (1 - 5 / 5)