Development of early communication skills in the first two years of life

Beuker, Karin T.; Rommelse, Nanda; Donders, Rogier; Buitelaar, Jan K.

doi:10.1016/j.infbeh.2012.11.001

Cited by 86 publications

(58 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…TG is a critical achievement, demonstrating the child’s ability to use coordinated joint attention (CJA). Several research groups have argued that the appearance of TG to coordinate attention between objects and persons marks the transition from preintentional to intentional communication, which is associated with significant neurological change and is highly predictive of later language development (Beuker, Rommelse, Donders, & Buitelaar, 2013; McCathern & Warren, 1996; Mundy & Newell, 2007; Mundy, Sigman, & Kasari, 1990). Thus, as a signal of CJA, TG reflects the child’s growing ability to monitor, relate, and integrate the behavior of self and others (Mundy & Acra, 2006), which supports the development of contingent communication between child and caregiver (Dunst, Trivette, Raab, & Masiello, 2008).…”

Section: Children With Physical Disabilitiesmentioning

confidence: 99%

Triadic Gaze Intervention for Young Children With Physical Disabilities

Olswang

Dowden

Feuerstein

et al. 2014

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose This randomized controlled study investigated whether a supplemental treatment designed to teach triadic gaze (TG) as a signal of coordinated joint attention (CJA) would yield a significantly greater increase in TG in the experimental versus control group. Method Eighteen 10- to 24-month-old children with severe motor impairments were randomly assigned to an experimental (n=9) or control group (n=9). For approximately 29 sessions over 17 weeks, experimental participants received TG treatment twice weekly with a speech-language pathologist (SLP) in addition to standard practice. Controls received only standard practice from birth-to-three therapists. Coders masked to group assignment coded TG productions with an unfamiliar SLP at baseline, every three weeks during the experimental phase, and at the final measurement session. Results TG increased across groups from baseline to final measurement, with the experimental group showing slightly greater change. Performance trends were examined using experimental phase moving averages. Comparisons revealed significant differences between groups at two time points (at 12 weeks, r= .30, a medium effect and at the end of the phase r=.50, large effect). Conclusion Results suggest the promise of a short-term, focused treatment to teach TG as a behavioral manifestation of CJA to children with severe physical disabilities.

show abstract

Section: Children With Physical Disabilitiesmentioning

confidence: 99%

Triadic Gaze Intervention for Young Children With Physical Disabilities

Olswang

Dowden

Feuerstein

et al. 2014

J Speech Lang Hear Res

View full text Add to dashboard Cite

show abstract

“…This developmental process lays the foundation for regulating attention and affect during interpersonal interactions, facilitating acquisition of new words, and subsequently scaffolding representational skills and use of symbols in play (Beuker, Rommelse, Donders, & Buitelaar, 2013; Smith, Adamson, & Bakeman, 1988). Thus, joint engagement is strongly linked to language development and is one mechanism by which children map language onto their environment (Tomasello & Farrar, 1986).…”

Section: Introductionmentioning

confidence: 99%

Development of Joint Engagement in Young Deaf and Hearing Children: Effects of Chronological Age and Language Skills

Barker

Quittner

Niparko

2014

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose To evaluate joint engagement (JE) in age-matched children with and without hearing and its relationship to oral language skills. Method Participants were 180 children with severe-to-profound hearing loss prior to cochlear implant surgery, and 96 age-matched children with normal hearing; all parents were hearing. JE was evaluated in a 10-minute videotaped free play task with parents. Engagement states ranged from the lowest (unengaged) to the highest level (symbol-infused coordinated). Standardized language measures were administered. Results Multivariate analyses were conducted between the groups, stratified by chronological and language age. Children who were deaf (Deaf) spent less time in total symbol-infused JE than children with normal hearing (NH) across all ages. The majority of the Deaf group (83%) fell in the lowest language age group, in comparison to 35% of the NH group, and spent significantly less time in symbol-infused JE than hearing children. These delays were also observed in the Deaf group, who fell into the 18-36 month language age. No children in the Deaf group had achieved a language age of >36 months. Conclusions Young children with and without hearing had different developmental trajectories of JE, which were related to oral language skills.

show abstract

“…Preverbal communicative gestures, particularly pointing, could be helpful in identifying these children. The more pointing gestures children use early in their development, the higher their scores are in linguistic skills at a later age (e.g., Beuker, Rommelse, Donders, & Buitelaar, 2013;Colonnesi, Stams, Koster, & Noom, 2010;Rowe, € Ozc ßaliskan, & Goldin-Meadow, 2008). However, early pointing gestures differ in terms of underlying motives (i.e., infants use pointing in different situations for different reasons; Bates, Camaioni, & Volterra, 1975) and in terms of physical hand shapes.…”

mentioning

confidence: 99%

In Infants' Hands: Identification of Preverbal Infants at Risk for Primary Language Delay

et al. 2016

View full text Add to dashboard Cite

Early identification of primary language delay is crucial to implement effective prevention programs. Available screening instruments are based on parents' reports and have only insufficient predictive validity. This study employed observational measures of preverbal infants' gestural communication to test its predictive validity for identifying later language delays. Pointing behavior of fifty-nine 12-month-old infants was analyzed and related to their language skills 1 year later. Results confirm predictive validity of preverbal communication for language skills with the hand shape of pointing being superior compared to the underlying motives for pointing (imperative vs. declarative). Twelve-month-olds who pointed only with their open hand but never with their index finger were at risk for primary language delay at 2 years of age.

show abstract

Development of early communication skills in the first two years of life

Cited by 86 publications

References 44 publications

Triadic Gaze Intervention for Young Children With Physical Disabilities

Triadic Gaze Intervention for Young Children With Physical Disabilities

Development of Joint Engagement in Young Deaf and Hearing Children: Effects of Chronological Age and Language Skills

In Infants' Hands: Identification of Preverbal Infants at Risk for Primary Language Delay

Contact Info

Product

Resources

About