How do maternal interaction style and joint attention relate to language development in infants with Down syndrome and typically developing infants?

Seager, Emily; Mason‐Apps, Emily; Stojanovik, Vesna; Norbury, Courtenay; Bozicevic, Laura; Murray, Lynne

doi:10.1016/j.ridd.2018.08.011

Cited by 14 publications

(8 citation statements)

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“…Our findings in relation to the final predictive models for language development in children with ID on the second measurement occasion showed consistent relationships between the child's linguistic levels and the father's teaching scores, the father's educational level and the mother's anxiety levels. Our findings for father's teaching scores are consistent with the results of previous research that related parental behaviors of linguistic stimulation (e.g., comments, questions, explanations…) with child language development in typically developing children (Weisleder & Fernald, 2013;Schwab & Lew-Williams, 2016: Rowe et al, 2017Rowe & Snow, 2020) and in children with disabilities (Oakes et al, 2015;Seager et al, 2018). Contrary to what might be expected, a higher education level in the case of the fathers predicted lower linguistic development scores at T2, which we discuss above.…”

Section: Predictive Models For Child's Cognitive and Linguistic Devel...supporting

confidence: 91%

Mothers’ and Fathers’ Parenting and Other Family Context Variables Linked to Developmental Outcomes in Young Children With Intellectual Disability: A Two-wave Longitudinal Study

et al. 2022

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Parenting is a key factor for the development of children with intellectual and developmental disabilities. Therefore, early intervention programs should target parenting behaviors to improve children’s developmental outcomes. The present study analyzed the effect of parental behaviors and other family factors on the cognitive and linguistic development of children with an intellectual disability (ID). Participants (n = 87, aged between 20 and 47 months) were recruited from several Spanish Early Intervention Centers. The children’s development was assessed with the Bayley Scales of Infant Development (BSID-III) on two occasions. Besides questionnaires including family factors, 10-min mother–child and father-child interactions during free play were auto-recorded at home. Intensive statistical modeling on the two measurement occasions was used to select relevant predictors as well as their interactions. Child cognitive development models, including predictors such as mother’s responsiveness and affection and father’s teaching, had a predictive capacity between 22 and 26%. The language development models, including the mother’s responsiveness and father’s teaching scores amongst other predictors, yielded adjusted-R2s between 26 and 28%. This study’s findings evidence that parental behaviors during adult–child interaction affect the development of children with intellectual disabilities. The study also provides data that can be used to guide early intervention.

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Section: Predictive Models For Child's Cognitive and Linguistic Devel...supporting

confidence: 91%

Mothers’ and Fathers’ Parenting and Other Family Context Variables Linked to Developmental Outcomes in Young Children With Intellectual Disability: A Two-wave Longitudinal Study

et al. 2022

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“…However, the initial study of children diagnosed as having Down syndrome reveals the expected pattern of results on DREAM‐IT: Significantly lower scores on age‐appropriate Receptive language behaviours, and very little age‐appropriate behaviour reported for the expressive, play, and social domains. These data are compatible with other reports on children with Down syndrome in other languages and cultures (Seager et al., 2018; Yoder & Warren, 2004).…”

Section: Discussionsupporting

confidence: 93%

“…Some studies have found that receptive language is less affected than expressive language for children with Down syndrome; however, receptive skills are often below those of typically functioning children. The evidence on social communication skills such as joint attention for this group of children is mixed (Seager et al., 2018). For these reasons, the sample chosen for comparison was children with Down syndrome between ages 19 and 36 months, when some language skills typically emerge.…”

Section: Methodsmentioning

confidence: 99%

The development of a parent report instrument of early communication and language skills of infants and toddlers in mainland China

Liu¹,

Lee²,

Rolfhus³

et al. 2023

Intl J Lang & Comm Disor

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ObjectiveThis study was designed to produce a new parent‐report measure, the Diagnostic Receptive Expressive Assessment of Mandarin‐Infant Toddler Assessment of Communication and Language (DREAM‐IT) in order to provide norms for the developmental skills of children aged 0–36 months in four areas: expressive language, receptive language, cognitive play and social skills.MethodologyThe scale was designed to be both broader and deeper than existing instruments that neglect one or more of these significant domains involved in early language. Items were chosen by a group of specialists with clinical experience working with the age group and with attention to the developmental literature. Caregivers were tested individually by a trained person who asked the questions and provided examples. In addition to an extensive health questionnaire, caregivers answered questions in Mandarin about their child's behaviour using a scale of ‘not yet’, ‘sometimes’ or ‘always’ or listing out words and/or sounds understood or said by the child. The 476 participating caregivers were recruited at maternal and child healthcare clinics centred in Chengdu, China, 191 of whom were tested a second time seven months later. The children were sampled in three‐month age‐bands from 0 to 36 months. The sample was balanced for child gender by age band, and parental education was balanced. Caregivers of 0–24‐month‐old children and caregivers of 12–36 months were each asked a different set of questions, to determine the appropriate age range and cutoff points for each question, requiring the sample size to be doubled for children aged 12–24 months.ResultsThe results were subject to item‐response theory analysis to remove outlying items, and the resulting internal reliability was high for each domain (average Cronbach's alpha=0.87). The final instrument (between 67 and 113 questions in total) was refined to include the least redundant questions that had the highest intercorrelations, with attention paid to coverage of all domains across the age range. Two scales were developed: one for children 0–18 months, the second for children aged 18–36 months. The longitudinal design permitted the creation of growth curves and norms for each domain for six‐month intervals from 0 to 36 months. A small sample of 32 parents of children with Down syndrome aged 18–36 months provided validation that the scales are highly sensitive to developmental delay.ConclusionThe instrument shows considerable promise for detecting early communication problems in children in China.WHAT THIS PAPER ADDSWhat is already known on the subjectIn China, efforts were made in recent years to develop language assessments for infants and toddlers, but limitations existed with the domains included and number of items included per age group. Many clinical practitioners also continued to rely on language subtests of general developmental scales, which were limited in depth and breadth of language skills tested and were never intended for diagnosis of language delay.What this paper adds to existing knowledgeThis paper discusses the development of a valid caregiver report instrument for early communication and language skills of infants and toddlers in mainland China. The Diagnostic Receptive Expressive Assessment of Mandarin‐Infant Toddler (DREAM‐IT) includes foundational domains necessary for language and communication development in young children (receptive language, expressive language, cognitive play and social communication domains). The results show strong internal reliability (Cronbach's alpha) for each domain on a sample of 716 children sampled in three‐month age bands from 0 to 36 months. The external validity proved strong when tested on a group of 32 young children with Down syndrome.What are the potential or actual clinical implications of this work?Besides helping to inform the diagnosis of language delays in infants and toddlers in China, the caregiver report instrument has special features to support clinical practitioners in a field that is just emerging in China. The unique support features include the automatic generation of a profile of relative strengths and weaknesses of the child on the report and the recommendation of child‐specific caregiver coaching videos on a companion app.

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“…For this secondary analysis, we individually matched children with DS, ASD, and IDD from the larger study on chronological age and nonverbal cognitive abilities as measured by the MSEL (i.e., Mullen, 1995). Nonverbal cognitive abilities were estimated by combining the visual reception and fine motor domains (e.g., Barbaro & Dissanayake, 2017;Seager et al, 2018). Because the nonverbal cognitive T-scores ranged from below the floor to at or near the floor (see Table 1), we used nonverbal cognition raw scores for matching.…”

Section: Participantsmentioning

confidence: 99%

Communicative Use of Triadic Eye Gaze in Children With Down Syndrome, Autism Spectrum Disorder, and Other Intellectual and Developmental Disabilities

Hahn

Brady

Versaci

2019

Am J Speech Lang Pathol

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Purpose This study examines differences in the communicative use of triadic eye gaze (TEG) during a communicative interaction in 2 neurodevelopmental disorders: Down syndrome (DS) and autism spectrum disorders (ASD), and a 3rd group of varying disabilities associated with intellectual and developmental disabilities (IDDs). Also, the relationship between TEG use and language abilities was explored. Method Participants were 45 children, 15 in each group. The frequency of TEG was coded during a scripted communication assessment when children were between 3 and 6 years of age (37–73 months). Receptive and expressive language was measured using raw scores from the Mullen Scales of Early Learning concurrently between 3 and 6 years and again 2 years later when children were between 5 and 8 years (59–92 months). Results Descriptively, children with DS had a higher frequency of TEG than children with ASD and IDD, but significant differences were only observed between children with DS and ASD. More TEG at Time 1 in children with DS was associated with higher receptive language at Time 1 and higher expressive language at Time 2. For children with ASD, a trend for a positive association between TEG at Time 1 and language abilities at Time 2 was observed. No significant associations were observed for children with IDD. Conclusion Children with DS used TEG significantly more than children with ASD in this sample. Identifying strengths and weaknesses in TEG use is important because providing caregiver training to facilitate TEG can result in increased opportunities to respond with language models and promote language development.

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How do maternal interaction style and joint attention relate to language development in infants with Down syndrome and typically developing infants?

Abstract: Reading's research outputs online How do maternal interaction style and joint attention relate to language development in infants with Down syndrome and typically developing infants?

Cited by 14 publications

References 53 publications

Mothers’ and Fathers’ Parenting and Other Family Context Variables Linked to Developmental Outcomes in Young Children With Intellectual Disability: A Two-wave Longitudinal Study

Mothers’ and Fathers’ Parenting and Other Family Context Variables Linked to Developmental Outcomes in Young Children With Intellectual Disability: A Two-wave Longitudinal Study

The development of a parent report instrument of early communication and language skills of infants and toddlers in mainland China

Communicative Use of Triadic Eye Gaze in Children With Down Syndrome, Autism Spectrum Disorder, and Other Intellectual and Developmental Disabilities

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