Early Development of Emotional Competence (EDEC) Assessment Tool for Children With Complex Communication Needs: Development and Evidence

Na, Ji Young; Wilkinson, Krista M.; Liang, Jiali

doi:10.1044/2017_ajslp-16-0058

Cited by 7 publications

(5 citation statements)

References 38 publications

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“…Once the mother and child were selected for participation, a semi-structured interview called EDEC, the Early Development of Emotional Competence tool ( Na et al, 2018 ), was conducted between the researcher (the first author) and the mother. The purpose of the interview was to identify the current child’s emotional state and communicative characteristics, as well as some caregivers’ emotional and communicative socio-cultural aspects, in order to support the family better ( Rangel-Rodríguez et al, 2021 ).…”

Section: Methodsmentioning

confidence: 99%

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Encouraging Emotional Conversations in Children With Complex Communication Needs: An Observational Case Study

2021

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Children with complex communication needs (CCN) regularly have barriers to express and discuss emotions, and have fewer opportunities to participate in emotional conversations. The study explores and analyzes the changes after a training program focused on offering an interactive home learning environment that encouraged and modeled emotion-related conversations between a parent and a child with CCN within storybook-reading contexts. An observational design (nomothetic/follow-up/multidimensional) was used to explore and analyze the changes in the communicative interaction around emotions between mother-child. Augmentative and alternative communication (AAC) technologies were used to provide the child access to emotion-related vocabulary. The training program resulted in the mother providing more opportunities to engage her child in emotional conversations, suggesting that when opportunities and resources to talk about emotions were promoted, the child showed more engagement in emotion-related conversations using his AAC system. The mother–child communicative patterns and behavioral relationships observed during the phases are also presented. This case study illustrates the importance of a primary communication partners’ role in facilitating emotional conversations, and the promising efficacy of a training program implemented in a storybook interactive learning environment to promote conversations about emotion-related events while encouraging children with CCN to learn, explore, express, and discuss emotions.

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Section: Methodsmentioning

confidence: 99%

“…Interviews can be critical to gather the information that guides intervention decisions that support communication about emotions. The Early Development of Emotional Competence (EDEC) is a semi-structured interview developed to meet this purpose ( Na et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Encouraging Emotional Conversations in Children With Complex Communication Needs: An Observational Case Study

2021

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“…For caregivers of children with DS who primarily use augmentative and alternative communication (AAC), a caregiver-implemented emotion communication intervention developed by Na and colleagues 62,63 may be a good starting point. This intervention encourages caregivers to communicate about character emotions during a shared storybook interaction and provides access to emotion-based vocabulary through AAC.…”

Section: Matching the Child's Developmental Levelmentioning

confidence: 99%

“…[80][81][82][83] Clinicians should encourage caregivers to implement strategies within their preferred shared storytelling style that promote the child's engagement in the interaction and ultimately promote social-cognitive and communication skills. 84 As an example, Na et al 62 developed an assessment tool to capture familial preferences regarding emotion communication within and across cultures, and they applied their tool to their AAC-based caregiver-child emotion communication intervention. Their interview-style checklist is available in multiple languages.…”

Section: Matching the Child's Developmental Levelmentioning

confidence: 99%

“…Questions specific to caregiver input preferences involve probing about how they talk about emotions in general and whether this talk occurs during book reading or other contexts. 62 This type of assessment tool could aid clinicians in determining sociocultural preferences when designing caregiver-child intervention strategies for all families, including those who have a child with DS.…”

Section: Matching the Child's Developmental Levelmentioning

confidence: 99%

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Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

Channell

Bosley

2021

Semin Speech Lang

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Children with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

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Cross-Sectional Trajectories of Mental State Language Development in Children With Down Syndrome

Channell

2020

Am J Speech Lang Pathol

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Purpose This article (a) examined the cross-sectional trajectories of mental state language use in children with Down syndrome (DS) and (b) identified developmental factors associated with its use. Method Forty children with DS aged 6–11 years generated stories from a wordless picture book and completed an assessment battery of other linguistic, cognitive, and social–emotional skills. Their narratives were coded for mental state language density (the proportion of utterances containing mental state references) and diversity (the number of different mental state terms used). Results The emergence of mental state language use during narrative storytelling was observed across the sample; 0%–24% of children's utterances included references to mental states, and a variety of mental state terms were produced. Cross-sectional developmental trajectory analysis revealed that expressive vocabulary and morphosyntax were significantly related to increased mental state language density and diversity. Nonverbal emotion knowledge was significantly related to greater diversity of mental state terms used. Age and nonverbal cognition were not significant factors. Conclusions This first in-depth, within-syndrome characterization of mental state language use by school-age children with DS provides an important next step for understanding mental state and narrative development in this population. By identifying skills associated with the development of mental state language, this study provides an avenue for future longitudinal research to determine causal relationships, ultimately informing intervention efforts.

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Early Development of Emotional Competence (EDEC) Assessment Tool for Children With Complex Communication Needs: Development and Evidence

Abstract: https://doi.org/10.23641/asha.5643076.

Cited by 7 publications

References 38 publications

Encouraging Emotional Conversations in Children With Complex Communication Needs: An Observational Case Study

Encouraging Emotional Conversations in Children With Complex Communication Needs: An Observational Case Study

Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

Cross-Sectional Trajectories of Mental State Language Development in Children With Down Syndrome

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