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Assessing Paediatric Development in Psychiatry
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
The next stage of language development is syntactic development (the rules of language), and this depends on the following factors: a child’s underlying cognitive ability and exposure to language, a child’s emotional development and the development of theory of mind (the understanding that others exist independently of oneself and that actions have consequences on others’ emotions and actions) and the ability to problem-solve and function executively. (See Table 11.3.)
Growth and development
Published in Jagdish M. Gupta, John Beveridge, MCQs in Paediatrics, 2020
Jagdish M. Gupta, John Beveridge
1.54. In normal language developmentbabbling ceases at 6-9 months.vocabulary at 2 years usually comprises about 25-30 words.construction of short sentences is achieved by one year.pronouns are used from 18 months.construction of complex sentences is achieved by 4 years.
Interaction Strategies
Published in Elaine Kelman, Alison Nicholas, Palin Parent–Child Interaction Therapy for Early Childhood Stammering, 2020
Elaine Kelman, Alison Nicholas
We have noticed that when a parent follows the child’s lead in play, the pace of the play is more likely to progress at a child’s natural level rather than that of the parent. The child will therefore have more time to plan and initiate what he wants to say. It also builds a child’s self-confidence as a parent gives him the opportunity to use his imagination and creativity to develop different play scenarios and to solve problems for himself, which the parent observes and then comments on. When a parent lets the child take the lead in play, they are also more likely to have a joint focus of attention and parents are more likely to be responsive to what the child is doing and to what he is saying. These features of parental input have been found to promote language development in young children, particularly vocabulary development (see Girolametto & Weitzman,2006; Tamis-LeMonda, Kuchirko & Song,2014).
A comparative study of perspectives on telepractice service delivery among Egyptian and U.S. Speech and Language Pathologists
Published in Speech, Language and Hearing, 2023
Rehab Abdel Hafez Zaytoun, Musheera Anis Abdellatif, Aisha Fawzy Abdel Hady
The impersonality of care could possibly be the biggest barrier to the implementation of telehealth. Our findings are in agreement with a study by Rettinger, Klupper, Werner, and Putz (2021) evaluating Austrian speech-language therapists’ attitudes towards teletherapy, including perceived barriers, during and before the COVID-19 lockdown. More than half agreed that they urgently needed physical contact with their patients. This is also in agreement with the study by Cacciante et al. (2021), in which Italian Speech and language pathologists reported problems with patients’ compliance because of a lack of physical contact with their patients. Physical contact is important in the field of phoniatrics and speech and language pathology as it helps the child produce the correct speech sounds. The therapists might also need tools to prompt the proper placement of the child’s articulators and for feeding therapy. In-person sessions help apply activities that promote the child’s language development. However, therapists must work their way around the challenges to achieve the desired results. They may depend on the presence of caregivers with the cases in online sessions to help apply such techniques and tools.
The effect of telepractice on vocal turn-taking between a provider, children with cochlear implants, and caregivers: A preliminary report
Published in Cochlear Implants International, 2023
Maria V. Kondaurova, Qi Zheng, Cheryl W. Donaldson, Abigail Betts, Alan F. Smith, Mary K. Fagan
Targeted skills (e.g. listening, following directions, participating in expressive language exchanges or more complex conversation) reflected each child’s level of language development. For example, for children at the earlier stages of listening skills and language development, the SLP targeted the following skills: association of sounds with their meaning, identification of labeled pictures, elicitation of verbal responses through imitation, or spontaneous productions. For children at comparatively higher stages of language development, the SLP targeted completion of more complex/multi-element directions, participation in expressive language exchanges, or complex conversation (Ling, 1989; Moog et al., 2003; Simser, 1993; Sindrey, 2005). The SLP and children used oral communication only throughout in-person and tele – sessions.
Promoting early language development in the Arab world and Sustainable Development Goals 3, 4, 10 and 17
Published in International Journal of Speech-Language Pathology, 2023
Ghada Khattab, Alshaimaa Gaber Salah Abdelwahab, Khalid Al-Shdifat, Zakiyah Alsiddiqi, Caroline Floccia, Edith Kouba Hreich, Cristina McKean, Camille Moitel Messarra, Thair Odeh, Anastasia Trebacz
It is also clear that public health messages designed in English-speaking contexts and cultures should not be lifted ‘off-the-peg’ and applied here. For example, whilst parents we interviewed did not mention shared book-reading as part of their daily routine, other opportunities for language-enriching interactions are present, especially around shared mealtimes, inter-generational family gatherings and bedtime routines including song and religious rituals. Despite recent development of models of collaborative practice (Kouba Hreich, 2022; Moitel Messarra, 2022) early years educators we interviewed do not all feel equipped to support children’s language development and would value more collaborative working with speech-language pathologists: “I wish the speech therapy team could give us some tips to apply in class, but we were never able to do so”. Work is ongoing to further understand the unique assets and challenges relevant to the provision of language enriching early years environments in Lebanon. These will inform the development of recommendations for policy and provision designed to maximise the assets in this context, aiming to be sustainable and realistic whilst also being ambitious for children’s outcomes.