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Language Scale (language + scale)
Selected AbstractsEmotional vitality in infancy as a predictor of cognitive and language abilities in toddlerhoodINFANT AND CHILD DEVELOPMENT, Issue 4 2005Amanda J. Moreno Abstract Previous work by our group has shown that infant emotional vitality (EV), the lively expression of shared emotion both positive and negative, predicts cognitive and language abilities in toddlerhood. Specifically, infants who demonstrated a pattern of high emotional expression combined with high bids to their caregivers, fared significantly better on the Bayley II and Preschool Language Scales (PLS-3) at 2 years of age than infants who showed both low expression and low bids to mother. That study was conducted on a large, low-income, ethnically diverse sample. The current study was undertaken with a smaller but demographically similar sample as an effort to demonstrate the value of EV as a construct and to provide additional information about its links with later developmental outcomes. Replication that included a variation in the age at which EV was assessed provides support for the generalizability of the construct. In addition, this study examined EV's effects further into childhood than did the original study in order to insure they are not limited to a brief window in toddlerhood. The results indicate that over and above maternal psychological resources, EV expressed during positive/joyful and frustrating circumstances in 8-month-olds accounted for significant portions of variance in expressive language at 30 months and cognitive-developmental assessments at 24 and 36 months. This study supports EV as an important relational-emotional behaviour that increases experiences that optimize developmental outcomes. Successful replication suggests that EV holds promise as a construct with clinical utility for early interventions attempting to improve developmental outcomes in children from poor families. Copyright © 2005 John Wiley & Sons, Ltd. [source] Genetic and environmental influence on language impairment in 4-year-old same-sex and opposite-sex twinsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 2 2004Essi Viding Background:, We investigated the aetiology of language impairment in 579 four-year-old twins with low language performance and their co-twins, members of 160 MZ twin pairs, 131 same-sex DZ pairs and 102 opposite-sex DZ pairs. Methods:, Language impairment in 4-year-olds was defined by scores below the 15th percentile on a general factor derived from an extensive language test battery. Language impairment of different degrees of severity was investigated by using multiple cut-offs below the 15th percentile. Results:, DeFries,Fulker extremes analysis indicated that language impairment as measured by the general language scale is under strong genetic influence. In addition, group differences heritability showed an increasing trend (from 38% to 76%) as a function of severity of language impairment. Although more boys are impaired than girls, incorporating opposite-sex DZ pairs into the analysis found neither quantitative nor qualitative differences between boys and girls in genetic and environmental aetiologies. Conclusions:, Language impairment at four years is heritable. This finding replicates previous research on language impairment and extends it by showing that language impairment is heritable in twins selected from a representative community sample. Despite the mean difference between boys and girls, genetic and environmental influences are quantitatively and qualitatively similar for language impairment for boys and girls. For both boys and girls, heritability appears to be greater for more severe language impairment, indicating stronger influence of genes at the lower end of language ability. [source] Prevalence of Breastfeeding and Acculturation in Hispanics: Results from NHANES 1999,2000 StudyBIRTH, Issue 2 2005Maria V. Gibson MD The study objective was to describe current national estimates of the prevalence of breastfeeding and evaluate differences in reasons not to breastfeed by acculturation status. Methods: Secondary data analysis of the National Health and Nutrition Examination Survey (NHANES) 1999,2000 was performed on a nationally representative sample of non-Hispanic white women born in the U.S. and Hispanic women with at least one live birth. Acculturation status among Hispanics was assessed using a validated language scale, and prevalence of breastfeeding was based on maternal self-report. Results: Prevalence of breastfeeding was higher in less acculturated Hispanic women (59.2%) than high acculturated Hispanic women (33.1%) and white women (45.1%). Less acculturated Hispanic women were more likely to cite their child's physical/medical condition as a reason not to breastfeed (53.1%), whereas whites and more acculturated Hispanics were more likely to cite their child preferred the bottle (57.5% and 49.8%, respectively). A logistic regression analysis revealed no significant differences in likelihood to breastfeed between non-Hispanic whites and Hispanics after controlling for education, age, and income. Higher acculturated women were less likely to breastfeed their children than low acculturated women (95% CI: 0.14,0.40) even after education, age, and income were taken into account. Conclusions: Acculturation differences in prevalence of breastfeeding and reasons not to breastfeed may be the result of attitudinal changes that occur due to acculturation. Further research into the acculturation process and its impact on breastfeeding may help to prevent the decline in breastfeeding that occurs as mothers become more acculturated. Meanwhile, patient education that addresses women's perceptions of the child's health condition and benefits of breastfeeding would be helpful. (BIRTH 32:2 June 2005) [source] Language development of pre-school children born to teenage mothersINFANT AND CHILD DEVELOPMENT, Issue 3 2001Louise J. Keown Abstract An Erratum has been published for this article in Infant and Child Development 10(4) 2001, 241. This paper compares the language development of pre-school children born to teenage (n=22) and comparison mothers (n=20) and examines the extent to which differences in language development can be explained by social background, child and parenting factors. Mothers and children were assessed at home using a range of measures, including a structured interview, the language scales of the Child Development Inventory, the HOME Inventory, and videotaped mother-child interaction. Results showed that children of teenage mothers perform significantly poorer than children of comparison mothers on measures of expressive language and language comprehension. Subsequent analyses showed that these differences are largely explained by differences in the parenting behaviour of teenage and comparison mothers. Specifically, maternal verbal stimulation and intrusiveness accounted for the relationship between teenage motherhood and children's poorer language comprehension, while maternal intrusiveness and involvement with the child account for the relationship between teenage motherhood and children's poorer expressive language development. These findings highlight the importance of early mother,child interaction for children's language development. Copyright © 2001 John Wiley & Sons, Ltd. [source] Language abilities of siblings of children with autismTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 6 2003Tammy Pilowsky Background: Language abilities of siblings of children with autism were examined to explore the possibility that language abilities are behavioral markers specific to the genetic liability for autism, as part of the broader phenotype. Method: Language abilities were compared among 27 siblings of children with autism, 23 siblings of children with mental retardation of unknown etiology (MR), and 22 siblings of children with developmental language disorders (DLD). Groups were matched by siblings' age, gender, birth order, family size, ethnicity, family income and by probands' gender and mental age. Results: Siblings of children with autism achieved higher scores than siblings of children with DLD on receptive, expressive, and total language scales of the Children's Evaluation of Language Fundamentals and on verbal IQ. Moreover, within the DLD group, school problems in the domains of reading and arithmetic were more prevalent than within the other two groups. Only 2 siblings of children with autism received clinical diagnoses based on DSM-IV criteria compared to 3 siblings of children with MR and 7 siblings of children with DLD. Conclusions: After excluding data of the diagnosed siblings, no differences in language abilities could be discerned among the groups, except that more siblings in the DLD group were identified as having language difficulties. In summary, although language deficits characterize autism, siblings of children with autism were not found to demonstrate deficits in language skills assessed by formal language tests, IQ, or academic skills. [source] | ||||||||||