Objectives: Effective communication is an important part of social interaction significantly influenced by the mental states of communication partners. With the listener and the speaker constantly changing their thoughts and responding accordingly, a conversation is considered to be the most natural task to assess language production abilities. Therefore, the present study aimed to profile the language production abilities in Indian adolescents using a conversational based task. Methods: A total of 90 participants between 10 and 16 years of age were equally grouped into 6 groups. The research was conducted in three phases. Phase I included the development of the stimuli; Phase II included task administration; and Phase III included data and statistical analysis. The language parameters included in the study were Communication Units (CU), Statements (ST), Questions (QU), Abandoned Utterances (AU), Interrupted Utterances (IU), Response to Questions (RQ), Response to Yes/ No Questions (RYN), Response to Intonation Prompts (RIP) and Utterances with Overlapping Speech (UOS) were studied using Systematic Analysis of Language Transcripts (SALT) software. Results: The results of the study indicated a change in the usage of most of the language parameters. ANOVA test showed significant difference (p < .05) for CU, ST, QU, UOS, and RQ. However, a poor level of significance (p > .05) was obtained for IU, AU, RYN, and RIP. Post Hoc Bonferroni test was applied to estimate the level of significance between groups. Conclusion: The research does conclude that language production abilities develop throughout adolescence, with certain linguistic parameters being potential developmental markers to assess language abilities in adolescents.
Purpose: Language development in children aged 3-6 years is shaped by their pre-linguistic abilities, communication patterns and play behaviors along with parental communicative roles. Little is known about how these aspects are distributed among children with receptive expressive language disorder (CWRELD) in comparison to typically developing children (CWTDL). The present research explores these differences between the two groups using a video-based analysis with a belief that an understanding of these aspects may facilitate ageappropriate speech and language acquisition in children with language delay. Methods: A video-based analysis of parent-child interactions was carried out for 10 children each with receptive expressive language disorder and typical language development, respectively. The two groups were compared for the child's turn-taking skills, eye contact span, autonomous instances, communication patterns, play behaviors and parental communication roles. Results: Children with receptive expressive language disorder exhibited significantly fewer proportion of turns and autonomous instances along with a greater proportion of eye contact to objects than the parent. Majority of the children with language delay were at the "Requester" or "Early communicators" stage and demonstrated either "Exploratory" or "Functional play" behaviors. Most of the typically developing children were at the "Partner stage" of communication and exhibited "Functional", "Constructive" or "Symbolic Play". Parents of children with language delay mostly exhibited "Helper" type communicative roles while parents from typically developing groups showed "Partner" type communicative profile. Conclusion:A quantitative planning and monitoring of pre-linguistic skills, determination of communicative patterns and play behaviors is important for clinicians working with children having a language delay. Assessing and modifying parental communicative roles are also crucial. Understanding the distribution of these research variables among CWRELD in comparison to CWTDL may help clinicians in planning precise treatment goals, monitoring specific linguistic progress, ensuring better parental participation and delivering better outcomes during language therapy.
Background: Pretend play is a form of play that involves nonliteral actions. There are limited studies reporting the developmental trends of pretend play behaviours of typically developing pre-schoolers. This knowledge would be beneficial in the early identification of deviations in pre-schoolers who have or are at risk of developing developmental disabilities.Aim: The present study aimed to describe the developmental trends in pretend play skills across different age groups of pre-schoolers. The study also aimed to understand the differential patterns in pretend play observed across the Free Play and Structured Toy Play scenarios.Setting: This study was conducted on pre-schoolers in a classroom of the school.Method: The study followed a cross-sectional study design. Forty-eight participants were recruited for the study and were divided into four groups. A video recording of the child’s pretend play skills was recorded using a Sony-HDRCX405 camcorder in Free Play and Structured Toy Play scenarios. The recorded video was coded and analysed for the occurrence of pretend play skills using the Play in Early Childhood Evaluation System (PIECES) coding scheme.Results: The study results depict a developmental trend in the occurrences of pretend play skills in pre-schoolers. It also emphasises the importance of amalgamation of Structured Toy Play and Free Play scenarios for the child’s holistic development because of the unique benefits of each scenario.Conclusion: The study findings could help in the formulation of Individualised Education Programme objectives for typically developing children and children with developmental disabilities involving play, thus enabling these children experience normalised, contextually pertinent experiences like their peers.
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