The Spoken Language Checklist: A User-Friendly Normed Language Acquisition Checklist

Clark, M. Diane; Greene-Woods, Ashley; Alofi, Abdullah; Sides, Misty; Buchanan, Beverly; Hauschildt, Sean; Alford, Andrea I.; Courson, Frances; Venable, Tabitha

doi:10.1093/deafed/enaa043

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…The Expressive Language Skills Scale was adapted from the Spoken Language Checklist developed to assess spoken language acquisition [39]. Administration of the test takes about 15 to 20 minutes, and it has a concurrent validity of expressive language ranging from 0.72 to 0.86.…”

Section: Expressive Language Skills Scalementioning

confidence: 99%

Parenting Styles and Peer Influence as Correlates of Expressive Language Skills among Children with Autism Spectrum Disorder

Jacob

Olorunniyi

Osisanya

et al. 2022

J. Intellect. Disabl. Diagn. Treat.

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Introduction: It is more difficult for children with limited communication to understand the intentions of others and to communicate their own needs, feelings, and ideas because of their impaired expressive language skills. Objectives: This study investigated parenting styles and the peer-influence as correlates of expressive language skills in children with autism spectrum disorders. Methods: Convenient sampling was used to select 30 (male = 22; female = 8; age range 6 – 14 years old) children with an autism spectrum disorder. The instruments used for data collection were tagged Parenting Style Questionnaire, Peer Influence Questionnaire, and Expressive Language Skills Scale. The internal consistency of the Parenting Style Questionnaire, Peer Influence Questionnaire, and Expressive Language Skills Scale were Cronbach's > 0.70, 0.64, and 0.63, respectively. The scale suitability for participants was determined, and it yielded a Cronbach's α of 0.79. Results: The findings revealed that the different parenting styles, such as authoritative, authoritarian, permissive, and neglectful, had a positive relationship with expressive language skills of children with autism spectrum disorder, but the relation was not significant. Moreover, peer influence positively correlated with respondents’ language skills, but it was not significant. Conclusions: Based on the findings, it can be conclusively stated that regardless of parenting styles used, there was a positive relationship between respondents’ language skills, but the relationship was not significant. Therefore, further studies must be conducted to determine factors that are likely to contribute significantly to the language skills of children with an autism spectrum disorder.

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Section: Expressive Language Skills Scalementioning

confidence: 99%

Parenting Styles and Peer Influence as Correlates of Expressive Language Skills among Children with Autism Spectrum Disorder

Jacob

Olorunniyi

Osisanya

et al. 2022

J. Intellect. Disabl. Diagn. Treat.

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Tracking Listening Skill Development in Infants and Children with Hearing Loss: A Normative Dataset for the Functional Listening Index—Paediatric (FLI-P®)

Cowan,

Davis,

Watkins

et al. 2024

Children

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Background: Longitudinal studies highlight the importance of early intervention and timely device fitting for language development in children with congenital or early acquired hearing loss. Due to the variability in hearing loss, comorbidities, family circumstances, and service access, individualised monitoring of listening development is essential to inform decision-making. The Functional Listening Index—Paediatric (FLI-P), a 64-item hierarchical checklist of listening skills, has been validated for children with hearing loss aged 0–6 years. This study aimed to develop benchmarks for the FLI-P in typically hearing children, allowing for comparison with individual children with hearing loss. Methods: FLI-P scores were obtained from parents/caregivers of 561 typically hearing children aged 0–72 months. Each child’s FLI-P score was categorised into a 6-month age block, with a minimum of 36 data points per block. Quantile regression was employed to establish percentiles of FLI-P scores by age. Results: FLI-P scores were successfully recorded for all 561 children. Regression analysis determined that the 16th and 84th percentiles of FLI-P scores corresponded to approximately ±1 standard deviation from the median score for each age group. A graphical representation of these percentile trajectories was created to facilitate comparison between children with hearing loss and the normative data. Conclusion: A normative dataset of FLI-P scores from typically hearing children has been established, allowing for comparisons with the scores and developmental trajectories of individual children with hearing loss. The study demonstrates how FLI-P can guide early intervention decisions and effectively monitor progress.

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Estudio comparativo del lenguaje de niños con hipoacusia y oyentes

Sánchez-Rosso,

Santiago-Pardo,

Martínez-Gómez

et al. 2024

Rev. investig. logop.

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Nos proponemos comparar el desarrollo del lenguaje y la discriminación auditiva de un grupo de niños de 3 a 15 años diagnosticados y tratados precozmente de hipoacusia congénita, de cualquier grado (leve a profunda) uni o bilateral, con otro de normoyentes. Se evaluaron 143 niños (57 con hipoacusia bilateral, 20 unilateral y 66 normoyentes). Se estudió la discriminación auditiva mediante el test EDAF y se analizó el lenguaje, utilizando en los niños de 3 a 6 años la prueba de PLON-R y a partir de los 6 años la batería BLOC-SR. Para conocer las características socio-culturales del grupo familiar, los padres rellenaron un cuestionario. Considerando en conjunto todos los grados de hipoacusia, en el rango de 3 a 6 años, hay un retraso de la competencia lingüística en relación con los normoyentes, que es mayor en la hipoacusia bilateral (1,6 DS) que en la unilateral (0,9 DS). Estas distancias se acortan en el periodo de 7 a 10 años y prácticamente desaparecen en el de 11-15 años. La morfosintaxis es el área del lenguaje con mayores alteraciones. La discriminación fonológica de palabras y la memoria secuencial auditiva guardan una estrecha relación con la evolución del lenguaje hablabdo. En la hipoacusia congénita el desarrollo global del lenguaje se retrasa en el periodo de 3 a 6 años, mejorando con la edad, hasta los 15 años. Se mantienen las diferencias individuales que no dependen solo de la pérdida auditiva, sino de la intervención audiológica, logopédica y educativa. La morfosintaxis es el aspecto más vulnerable.

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The Spoken Language Checklist: A User-Friendly Normed Language Acquisition Checklist

Cited by 3 publications

References 26 publications

Parenting Styles and Peer Influence as Correlates of Expressive Language Skills among Children with Autism Spectrum Disorder

Parenting Styles and Peer Influence as Correlates of Expressive Language Skills among Children with Autism Spectrum Disorder

Tracking Listening Skill Development in Infants and Children with Hearing Loss: A Normative Dataset for the Functional Listening Index—Paediatric (FLI-P®)

Estudio comparativo del lenguaje de niños con hipoacusia y oyentes

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