Symbolic Play of Children With Language Impairment

Casby, Michael W.

doi:10.1044/jslhr.4003.468

Cited by 26 publications

(33 citation statements)

References 53 publications

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“…As Casby (1997) argued, language impairment should not be taken to indicate deficits in general representational ability or even specific symbolic play deficits. At a minimum, the identification of equivalent play capacities in deaf and hearing children indicates that deaf and hearing children are on a par with respect to cognitive representational function that is involved in pretense.…”

Section: Discussionmentioning

confidence: 96%

“…1 Play was first coded from videotapes in accordance with a mutually exclusive and exhaustive play category system that included eight levels and a default (no play) category derived from previous research (see Appendix; Bornstein et al, 1996). This play code is behaviorally based and independent of language (see Casby, 1997). Play was coded continuously, noting play level as well as start and end times (to 1 s).…”

Section: Methodsmentioning

confidence: 99%

“…That such surface representations in the development of language are associated with like surface representations in the development of play has suggested to some that these twin symbolic capabilities probably reflect the emergence and possibly the growth of a common underlying "representational competence" (e.g., Casby, 1997;Fein, 1981;Fein & Apfel, 1979;McCune, 1995;McCune-Nicolich, 1981;Tamis-LeMonda & Bornstein, 1990;Ungerer & Sigman, 1984). Indeed, Piaget (1962), Vygotsky (1967), and Werner and Kaplan (1963) all asserted that the ontogeny of thinking in the child may be concerned less with surface manifestations, that is language or play per se, and much more with deep structures, that is the child's understanding and use of meaning, representation, and symbols.…”

Section: Language and Play In Hearing Childrenmentioning

confidence: 99%

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Representational Abilities and the Hearing Status of Child/Mother Dyads

et al. 1999

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Two representational abilities, expressive and receptive language and symbolic play, were assessed in multiple formats in hearing and deaf 2-year-old children of hearing and deaf mothers. Based on maternal report, hearing children of hearing and deaf mothers produced more words than deaf children of hearing mothers, hearing children of hearing mothers more words than deaf children of deaf mothers, and deaf children of deaf mothers more words than deaf children of hearing mothers. Based on experimenter assessments, hearing children in both groups produced and comprehended more words than deaf children in both groups. By contrast, no differences emerged among these groups in child solitary symbolic play or in child-initiated or mother-initiated child collaborative symbolic play; all groups also increased equivalently in symbolic play between solitary and collaborative play. Representational language and symbolic play were unrelated in hearing children of hearing mothers and in deaf children of deaf mothers, but the 2 abilities were associated in children in the 2 child/mother mismatched hearing status groups. These findings are placed in the context of a proposed developing modularity of verbal and nonverbal symbol systems, and the implications of hearing status in communicative exchanges between children and their mothers in diverse hearing and deaf dyads are explored.

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Section: Discussionmentioning

confidence: 96%

Section: Methodsmentioning

confidence: 99%

Section: Language and Play In Hearing Childrenmentioning

confidence: 99%

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Representational Abilities and the Hearing Status of Child/Mother Dyads

et al. 1999

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“…[13][14][15][16][17] Research has also shown that children with DLDs have delayed play skills including diminished symbolic play and lower levels of complexity of play than typical same-aged peers. [18][19][20] A recent study of typical and DLD Spanish-speaking children revealed complexity of play skills was significantly associated with language scores. 14 Language sample measures including mean length of utterance in words (MLU-W) and number of different words (NDW) produced seem to capture early linguistic development and risk of DLDs in Spanish-speaking children, and can typically be observed from naturalistic or structured parent-child interactions.…”

Section: Toddler Language Screening Measuresmentioning

confidence: 99%

“…14 Language sample measures including mean length of utterance in words (MLU-W) and number of different words (NDW) produced seem to capture early linguistic development and risk of DLDs in Spanish-speaking children, and can typically be observed from naturalistic or structured parent-child interactions. [14][15][16][17][18][19][20][21][22][23][24][25] There is evidence that Spanish-speaking parents in the United States are also accurate at identifying language learning difficulties in toddler and preschool-age children. 23,[26][27][28][29][30] A recent study reported classification accuracy values of 87% sensitivity and 86% specificity for a 100-item Spanish vocabulary parent checklist, the Inventarios del Desarrollo de Habilidades Comunicativas palabras y Enunciados (INV-II), as well as 91% sensitivity and 86% specificity for parent report of mean length of child's three longest utterances (RM3L).…”

Section: Toddler Language Screening Measuresmentioning

confidence: 99%

Telehealth Measures Screening for Developmental Language Disorders in Spanish-Speaking Toddlers

Guiberson

2016

Telemedicine and e-Health

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Background: This is the second of two studies that described the use of telehealth language screening measures for use with young Spanish-speaking children. Introduction: The purpose of this study was to describe the classification accuracy of individual telehealth language screening measures as well as the accuracy of combinations of measures used with Spanishspeaking toddler-age children from rural and underserved areas of the country. Materials and Methods: This study applied an asynchronous hybrid telehealth approach that implemented parent-structured play activities with a standard set of stimuli, and interaction with a My First Words e-book. These interactions were recorded with a mini camcorder. In addition, a traditional pen and paper parent questionnaire measure was collected. Sixty-two mostly Spanish-speaking preschool-age children and their parents participated. Twentytwo children had developmental language disorders (DLDs) and 40 had typical language development. Results: Although several of the individual measures were significantly and strongly associated with standardized language scores, only reported vocabulary had classification accuracy values that were desirable for screening for DLDs. An improvement was observed when reported vocabulary was combined with a number of different words children produced during interactions with parents. Conclusions: This research provides additional evidence showing the effectiveness of a hybrid telehealth model in screening the language development of Spanish-speaking children. More specifically, reported vocabulary combined with number of different words produced by a child can provide informative and accurate diagnostic information when screening Spanish-speaking toddler-age children for DLDs. These findings replicate the first study in showing that hybrid telehealth approaches that combine the use of video technology and traditional pen and paper surveys yield strong results, and may be a viable screening alternative when face-to-face access to a bilingual provider is not possible.

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The Greening of Pharmaceutical Engineering

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Symbolic Play of Children With Language Impairment

Cited by 26 publications

References 53 publications

Representational Abilities and the Hearing Status of Child/Mother Dyads

Representational Abilities and the Hearing Status of Child/Mother Dyads

Telehealth Measures Screening for Developmental Language Disorders in Spanish-Speaking Toddlers

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