Child, Parent, and Play – An Insight into These Dimensions Among Children with and without Receptive Expressive Language Disorder Using Video-Based Analysis

Abstract

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.

Effects of Animated Movies on the Aggression and Behavior Performance of Primary School Students and Their Control Using a Cognitive Behavioral Anger-Control Training (CBACT) Program

“…The results conclude that with CBACT treatment, the primary school students were not eliminated from viewing violent animations entirely, but their aggressive and behavioral issues were reduced while watching violent animations. Nevertheless, our findings provide significant awareness for parents to spend leisure time with their children and should limit their animation watching time by replacing them with outdoor games [ 60 ]. Moreover, future studies are needed to examine the influence of violent media (violent movies and/or video games) on aggression and behavioral problems and their control on higher-grade students.…”

Pragmatic Language of Students with Learning Disabilities: Cross-Cultural Research

“…It is a disorder in spoken language, which involves listening and speaking skills, and written language, which includes reading and writing skills [7]. Language disorders are problems in receptive or expressive language [8]. In other words, it is a disorder in the form, content, or function of the language.…”

Análise microanalítica do paradigma experimental face-to-face still-face (FFSF) de díades mãe-bebê aos 3 meses de vida, por meio do infant regulatory scoring system (IRSS)

“…Para Mohan et al (2021) Nos jogos interativos o sorriso entre bebês e seus cuidadores marcam um marco importante no desenvolvimento social infantil e servem como base para formas posteriores de interação social. Ruvolo e colaboradores (2015) apresentaram que a pesquisa com foco na frequência de início do sorriso indica que as mães tendem a responder aos primeiros sorrisos do bebê com um sorriso e que os bebês têm uma tendência semelhante, embora mais fraca, de sorrir em resposta aos sorrisos da mãe.…”