A Transactional Model of Spoken Vocabulary Variation in Toddlers with Intellectual Disabilities

Autor/inn/en	Woynaroski, Tiffany; Yoder, Paul J.; Fey, Marc E.; Warren, Steven F.
Titel	A Transactional Model of Spoken Vocabulary Variation in Toddlers with Intellectual Disabilities
Quelle	In: Journal of Speech, Language, and Hearing Research, 57 (2014) 5, S.1754-1763 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2014_JSLHR-L-13-0252
Schlagwörter	Toddlers; Mental Retardation; Speech Communication; Speech Skills; Vocabulary; Language Acquisition; Comparative Analysis; Outcomes of Treatment; Syllables; Pretests Posttests; Effect Size; Communication Skills; Milieu Therapy; Parents; Maps; Linguistics + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Geistige Behinderung; Mündliche Leistung; Sprachfertigkeit; Wortschatz; Sprachaneignung; Spracherwerb; Silbe; Kommunikationsstil; Milieutherapie; Eltern; Map; Karte; Linguistik
Abstract	Purpose: The authors examined (a) whether dose frequency of milieu communication teaching (MCT) affects children's canonical syllabic communication and (b) whether the relation between early canonical syllabic communication and later spoken vocabulary is mediated by parental linguistic mapping in children with intellectual disabilities (ID). Method: The authors drew on extant data from a recent differential treatment intensity study in which 63 toddlers with ID were randomly assigned to receive either five 1-hr MCT sessions per week (i.e., daily treatment) or one 1-hr MCT session per week (i.e., weekly treatment) for 9 months. Children's early canonical syllabic communication was measured after 3 months of treatment, and later spoken vocabulary was measured at posttreatment. Midpoint parental linguistic mapping was measured after 6 months of treatment. Results: A moderate-sized effect in favor of daily treatment was observed on canonical syllabic communication. The significant relation between canonical syllabic communication and spoken vocabulary was partially mediated by linguistic mapping. Conclusions: These results suggest that canonical syllabic communication may elicit parental linguistic mapping, which may in turn support spoken vocabulary development in children with ID. More frequent early intervention boosted canonical syllabic communication, which may jump-start this transactional language-learning mechanism. Implications for theory, research, and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10