Infant language development is related to the acquisition of walking.

Walle, Eric A.; Campos, Joseph J.

doi:10.1037/a0033238

Cited by 201 publications

(251 citation statements)

References 64 publications

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“…These activities were especially difficult for the EG, for they demand global motor skills, influenced by the motor condition of CP-D, considering the execution criteria and the functional possibilities, already pointed out in the motor classification by the GMFCS (25) . This finding is compatible to the literature (9,12,16,19,22) . The motor function acts significantly in the performance of the child in face of their independence, having complex interactions between the remaining functions of development, which may interfere in the performance of actions with autonomy, influencing learning in general (7)(8)(9)(10) and the relations the child establishes with the environment.…”

Section: Discussionsupporting

confidence: 83%

“…As for the communicative development, individuals with CP are not a homogeneous group (1,3,7,9,(12)(13)(14) . It noteworthy that it is not possible to draw a profile of their communicative abilities in general, considering only the diagnosis "cerebral palsy", once that the clinical conditions are complex, and the severity of the symptoms is substantially variable and it involves multifactorial conditions.…”

Section: Discussionmentioning

confidence: 99%

“…In order to characterize language, involving receptive and expressive aspects, other variables must be controlled, such as the influence of motor, personal-social, cognitive and environmental skills (5,8,12) . It must be considered that, as literature reminds us, children learn from their interactions with people, events and objects, and that the time of exposure to guided and interactive activities favor development and performance in communicative activities, as well as CP interferes in different development domains, such as mobility, self-care and social function, being able to bring about the detriment of learning processes (7,9,(12)(13)(14) . Thus, early intervention processes, family guidance, as well as the active participation of the child in different social environments, are essential for the development of these skills.…”

Section: Discussionmentioning

confidence: 99%

“…These factors concern overall integrity of the nervous system, maturation process, sensory integrity, cognitive and intellectual abilities, processing of information or perceptive aspects, emotional factors and influence of the environment (7,8) . The delays or the differences in language acquisition patterns may be sensible indicators of influences in overall development (9) , by multifactorial nature involving these learning processes.…”

Section: Introductionmentioning

confidence: 99%

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Communication skills in individuals with spastic diplegia

Lamônica

Paiva

Abramides

et al. 2015

CoDAS

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Purpose: To assess communication skills in children with spastic diplegia. Methods : The study included 20 subjects, 10 preschool children with spastic diplegia and 10 typical matched according to gender, mental age, and socioeconomic status. Assessment procedures were the following: interviews with parents, Stanford - Binet method, Gross Motor Function Classification System, Observing the Communicative Behavior, Vocabulary Test by Peabody Picture, Denver Developmental Screening Test II, MacArthur Development Inventory on Communicative Skills. Statistical analysis was performed using the values of mean, median, minimum and maximum value, and using Student's t-test, Mann-Whitney test, and Paired t-test. Results : Individuals with spastic diplegia, when compared to their peers of the same mental age, presented no significant difference in relation to receptive and expressive vocabulary, fine motor skills, adaptive, personal-social, and language. The most affected area was the gross motor skills in individuals with spastic cerebral palsy. The participation in intervention procedures and the pairing of participants according to mental age may have approximated the performance between groups. Conclusion : There was no statistically significant difference in the comparison between groups, showing appropriate communication skills, although the experimental group has not behaved homogeneously.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Communication skills in individuals with spastic diplegia

Lamônica

Paiva

Abramides

et al. 2015

CoDAS

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“…Language development is an extraordinarily complex process which includes cerebral development, maturation of verbal and motoric skills, imitation abilities, memory, communicative understanding, the language environment, and bidirectional social interactions (Walle & Campos, 2013). Before infants utter their first words, they learn to communicate with their caregivers via crying, vocalizations of sounds, gestures, and facial expressions.…”

Section: Language Developmentmentioning

confidence: 99%

Parent-Child Interactions in the Presence of Risk for ADHD with and without Language Impairment

Angel¹

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Results revealed slight differences in each communication parameter amongst the two groups, however, statistical results of parametric and non-parametric tests determined that there were no statistically significant differences between the two groups, with the exception of increased verbal initiations (p=.040) in children with no language impairment when compared to those with a language impairment as was expected.

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