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Mark Guiberson - One of the best experts on this subject based on the ideXlab platform.
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Using a Teacher Rating Scale of Language and Literacy Skills with Preschool Children of English-Speaking, Spanish-Speaking, and Bilingual Backgrounds
Early Childhood Education Journal, 2011Co-Authors: Barbara L. Rodríguez, Mark GuibersonAbstract:The purpose of this study was to examine the relationship between a teacher report measure, the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson et al. in Teacher rating of oral Language and literacy (TROLL): a research-based tool. Center for the Improvement of Early Reading Achievement, University of Michigan, Ann Arbor, 2001 ) and a direct behavioral measure of Language development, the Preschool Language Scale-4 (PLS-4; Zimmerman et al. in Preschool Language Scale-4. The Psychological Corporation, San Antonio, 2002 ), among English-speaking ( n = 210), Spanish-speaking ( n = 34), and English/Spanish bilingual ( n = 109) typically-developing Preschool children. Three hundred and fifty-three Preschool children who attended early childhood education programs in an urban area of the Southwestern United States participated. Preschool teachers completed the TROLL, and the PLS-4 was individually administered to the children at Preschool centers. The TROLL and PLS-4 were significantly correlated for English-speaking children, but with small effect sizes noted. For Spanish-speaking children, the TROLL and the expressive subScale of the PLS-4 were not significant, and for bilingual children the TROLL and PLS-4 were not significant. English-speaking children scored higher on the TROLL than the Spanish-speaking and bilingual children. Finally, a higher proportion of Spanish-speaking and bilingual children received a TROLL score at or below the 10th percentile. Results suggest that the TROLL did not adequately capture typically developing children’s linguistic and literacy development in a uniform manner across Language groups. Caution is recommended when relying upon a single instrument to describe the emergent literacy and Language skills of Preschool children from Spanish-speaking and bilingual backgrounds.
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Classification accuracy of brief parent report measures of Language development in Spanish-speaking toddlers.
Language Speech and Hearing Services in Schools, 2011Co-Authors: Mark Guiberson, Barbara L. Rodríguez, Philip S. DaleAbstract:Purpose The purpose of the current study was to examine the concurrent validity and classification accuracy of 3 parent report measures of Language development in Spanish-speaking toddlers. Method Forty-five Spanish-speaking parents and their 2-year-old children participated. Twenty-three children had expressive Language delays (ELDs) as determined through multiple sources of information, and 22 had typical Language development (TD). Parents completed the Spanish version of the Ages and Stages Questionnaire (Spanish ASQ; Squires, Potter, & Bricker, 1999) and the short-form of the Inventarios del Desarrollo de Habilidades Comunicativas Palabras y Enunciados (INV–II; Jackson-Maldonado, Bates, & Thal, 1992; Jackson-Maldonado et al., 2003), which is the Spanish version of the MacArthur-Bates Communicative Development Inventories Words and Sentences form, and reported children’s 3 longest utterances (M3L–W). Children were administered the Preschool Language Scale, Fourth Edition, Spanish Edition (SPLS–4; Zimme...
Matthew L Speltz - One of the best experts on this subject based on the ideXlab platform.
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severity of skull malformation is unrelated to presurgery neurobehavioral status of infants with sagittal synostosis
The Cleft Palate-Craniofacial Journal, 2007Co-Authors: Salvador Ruizcorrea, Jacqueline R Starr, Kathleen A Kappsimon, Michael L Cunningham, Matthew L SpeltzAbstract:Abstract Objective: To examine the association between severity of scaphocephalic skull malformation and neurodevelopmental status prior to cranioplasty. Design and Participants: Seventy-five infants with single-suture sagittal craniosynostosis (median age, 4.5 months) referred to the Infant Learning Project, a prospective, multisite, longitudinal study to evaluate neurocognitive development. Main Outcome Measures: Scaphocephaly severity indices were used to quantify synostotic skull shape from computed tomography scans. Infants were assessed with the mental (MDI) and motor Scales (PDI) of the Bayley Scales of Infant Development and the receptive (PLS-AC) and expressive (PLS-EC) Language Scales of the Preschool Language Scale. Results: No association between skull shape and neurodevelopmental status was found. Conclusions: Lack of association between skull shape and neurodevelopment in infancy may indicate that the presurgical degree of scaphocephaly has little or no direct effect on brain development. Al...
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Presurgical and postsurgical assessment of the neurodevelopment of infants with single-suture craniosynostosis: comparison with controls.
Journal of Neurosurgery: Pediatrics, 2007Co-Authors: Jacqueline R Starr, Michael L Cunningham, Kathleen A. Kapp-simon, Yona K. Cloonan, Brent R. Collett, Mary Michaeleen Cradock, Lauren Buono, Matthew L SpeltzAbstract:Object Although most infants with single-suture craniosynostosis (SSC) appear to have neurodevelopmental test scores in the average range, SSC has been associated with cognitive and motor delays during infancy. Whether and when surgery improves such deficits are not yet known. The authors aimed to compare the pre- and postsurgical neurodevelopmental status of patients with SSC with those of control infants without craniosynostosis. Methods The authors conducted a large, multicenter, longitudinal study of 168 infants with craniosynostosis and 115 controls without synostosis who were of similar age, race, sex, and socioeconomic status. The authors assessed participants by using the Bayley Scales of Infant Development, Second Edition (BSID-II) and the Preschool Language Scale, Third Edition (PLS-3) at enrollment, before patients' intracranial surgery, and when participants were 18 months of age (after surgery for patients). Results After adjusting for potential confounding factors in linear regression analys...
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Multisite Study of Infants With Single-Suture Craniosynostosis: Preliminary Report of Presurgery Development
The Cleft Palate-Craniofacial Journal, 2005Co-Authors: Kathleen A. Kapp-simon, Michael L Cunningham, Brian G. Leroux, Matthew L SpeltzAbstract:Abstract Objective: To evaluate the cognitive and Language development of untreated infants with a single suture craniosynostosis at time of diagnosis. Design and Participants: The study presents time 1 assessments on the first 100 infants with a single suture craniosynostosis (sagittal, metopic, unilateral coronal, and lambdoid) referred to the Infant Learning Project, a prospective, multisite, longitudinal study evaluating neurocognitive development. Main Outcome Measures: Infants were assessed with the mental (Mental Development Index [MDI]) and motor Scales (Psychomotor Developmental Index [PDI]) of the Bayley Scales of Infant Development and the Preschool Language Scale receptive (PLS-AC) and expressive (PLS-EC) Language Scales. Mothers completed the Parenting Stress Inventory, a brief measure of intelligence (maternal IQ [MAT-IQ]), and provided information regarding family socioeconomic status (SES). Results: As a group, infants scored significantly lower than the normative data on the MDI (91.9), P...
Nathanel Zelnik - One of the best experts on this subject based on the ideXlab platform.
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delayed Language development due to infantile thiamine deficiency
Developmental Medicine & Child Neurology, 2009Co-Authors: Aviva Fattalvalevski, Iris Azourifattal, Yoram Greenstein, Michal Guindy, Ayala Blau, Nathanel ZelnikAbstract:The aim of this study was to investigate the Language development of 20 children who had been exposed to thiamine (vitamin B1) deficiency in infancy due to feeding with soy-based formula that was accidentally deficient of thiamine. In this case–control study, 20 children (12 males, eight females; mean age 31.8mo [SD 4.1], range 24–39mo) who were fed thiamine-deficient formula in infancy were compared with 20 children (12 males, eight females; mean age 32.2mo [SD 3.9], range 25–39mo) fed with other milk sources and matched for age, sex, and maternal education. Receptive and expressive Language development was assessed with the Preschool Language Scale, 3rd edition. Other assessments included mental development (Bayley Scales of Infant Development, 2nd edition), evaluation for autistic spectrum disorders, and neurological examination. Motor development was compared by age at independent walking. The study and control groups differed significantly in the expressive communication (p<0.001) and auditory comprehension Language subScales (p<0.001), the Mental Developmental Index score (p<0.001), and age at independent walking (p=0.001). A significant correlation was found between the receptive Language score and age at independent walking, i.e. poorer Language associated with later walking (r=–0.601, p=0.005). The conclusion was that thiamine deficiency in infancy could affect Language development in childhood.
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Delayed Language development due to infantile thiamine deficiency.
Developmental Medicine & Child Neurology, 2009Co-Authors: Aviva Fattal-valevski, Yoram Greenstein, Michal Guindy, Ayala Blau, Iris Azouri‐fattal, Nathanel ZelnikAbstract:The aim of this study was to investigate the Language development of 20 children who had been exposed to thiamine (vitamin B1) deficiency in infancy due to feeding with soy-based formula that was accidentally deficient of thiamine. In this case–control study, 20 children (12 males, eight females; mean age 31.8mo [SD 4.1], range 24–39mo) who were fed thiamine-deficient formula in infancy were compared with 20 children (12 males, eight females; mean age 32.2mo [SD 3.9], range 25–39mo) fed with other milk sources and matched for age, sex, and maternal education. Receptive and expressive Language development was assessed with the Preschool Language Scale, 3rd edition. Other assessments included mental development (Bayley Scales of Infant Development, 2nd edition), evaluation for autistic spectrum disorders, and neurological examination. Motor development was compared by age at independent walking. The study and control groups differed significantly in the expressive communication (p
Barbara L. Rodríguez - One of the best experts on this subject based on the ideXlab platform.
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Using a Teacher Rating Scale of Language and Literacy Skills with Preschool Children of English-Speaking, Spanish-Speaking, and Bilingual Backgrounds
Early Childhood Education Journal, 2011Co-Authors: Barbara L. Rodríguez, Mark GuibersonAbstract:The purpose of this study was to examine the relationship between a teacher report measure, the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson et al. in Teacher rating of oral Language and literacy (TROLL): a research-based tool. Center for the Improvement of Early Reading Achievement, University of Michigan, Ann Arbor, 2001 ) and a direct behavioral measure of Language development, the Preschool Language Scale-4 (PLS-4; Zimmerman et al. in Preschool Language Scale-4. The Psychological Corporation, San Antonio, 2002 ), among English-speaking ( n = 210), Spanish-speaking ( n = 34), and English/Spanish bilingual ( n = 109) typically-developing Preschool children. Three hundred and fifty-three Preschool children who attended early childhood education programs in an urban area of the Southwestern United States participated. Preschool teachers completed the TROLL, and the PLS-4 was individually administered to the children at Preschool centers. The TROLL and PLS-4 were significantly correlated for English-speaking children, but with small effect sizes noted. For Spanish-speaking children, the TROLL and the expressive subScale of the PLS-4 were not significant, and for bilingual children the TROLL and PLS-4 were not significant. English-speaking children scored higher on the TROLL than the Spanish-speaking and bilingual children. Finally, a higher proportion of Spanish-speaking and bilingual children received a TROLL score at or below the 10th percentile. Results suggest that the TROLL did not adequately capture typically developing children’s linguistic and literacy development in a uniform manner across Language groups. Caution is recommended when relying upon a single instrument to describe the emergent literacy and Language skills of Preschool children from Spanish-speaking and bilingual backgrounds.
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Classification accuracy of brief parent report measures of Language development in Spanish-speaking toddlers.
Language Speech and Hearing Services in Schools, 2011Co-Authors: Mark Guiberson, Barbara L. Rodríguez, Philip S. DaleAbstract:Purpose The purpose of the current study was to examine the concurrent validity and classification accuracy of 3 parent report measures of Language development in Spanish-speaking toddlers. Method Forty-five Spanish-speaking parents and their 2-year-old children participated. Twenty-three children had expressive Language delays (ELDs) as determined through multiple sources of information, and 22 had typical Language development (TD). Parents completed the Spanish version of the Ages and Stages Questionnaire (Spanish ASQ; Squires, Potter, & Bricker, 1999) and the short-form of the Inventarios del Desarrollo de Habilidades Comunicativas Palabras y Enunciados (INV–II; Jackson-Maldonado, Bates, & Thal, 1992; Jackson-Maldonado et al., 2003), which is the Spanish version of the MacArthur-Bates Communicative Development Inventories Words and Sentences form, and reported children’s 3 longest utterances (M3L–W). Children were administered the Preschool Language Scale, Fourth Edition, Spanish Edition (SPLS–4; Zimme...
Ann E Geers - One of the best experts on this subject based on the ideXlab platform.
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will they catch up the role of age at cochlear implantation in the spoken Language development of children with severe to profound hearing loss
Journal of Speech Language and Hearing Research, 2007Co-Authors: Johanna G Nicholas, Ann E GeersAbstract:Purpose The authors examined the benefits of younger cochlear implantation, longer cochlear implant use, and greater pre-implant aided hearing to spoken Language at 3.5 and 4.5 years of age. Method Language samples were obtained at ages 3.5 and 4.5 years from 76 children who received an implant by their 3rd birthday. Hierarchical linear modeling was used to identify characteristics associated with spoken Language outcomes at the 2 test ages. The Preschool Language Scale (I. L. Zimmerman, V. G. Steiner, & R. E. Pond, 1992) was used to compare the participants' skills with those of hearing age-mates at age 4.5 years. Results Expected Language scores increased with younger age at implant and lower pre-implant thresholds, even when compared at the same duration of implant use. Expected Preschool Language Scale scores of the children who received the implant at the youngest ages reached those of hearing age-mates by 4.5 years, but those children implanted after 24 months of age did not catch up with hearing pe...
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Will They Catch Up? The Role of Age at Cochlear Implantation in the Spoken Language Development of Children With Severe to Profound Hearing Loss
Journal of Speech Language and Hearing Research, 2007Co-Authors: Johanna G Nicholas, Ann E GeersAbstract:Purpose The authors examined the benefits of younger cochlear implantation, longer cochlear implant use, and greater pre-implant aided hearing to spoken Language at 3.5 and 4.5 years of age. Method Language samples were obtained at ages 3.5 and 4.5 years from 76 children who received an implant by their 3rd birthday. Hierarchical linear modeling was used to identify characteristics associated with spoken Language outcomes at the 2 test ages. The Preschool Language Scale (I. L. Zimmerman, V. G. Steiner, & R. E. Pond, 1992) was used to compare the participants' skills with those of hearing age-mates at age 4.5 years. Results Expected Language scores increased with younger age at implant and lower pre-implant thresholds, even when compared at the same duration of implant use. Expected Preschool Language Scale scores of the children who received the implant at the youngest ages reached those of hearing age-mates by 4.5 years, but those children implanted after 24 months of age did not catch up with hearing pe...