Methods and Procedures
Richard A. Jonas, Jane W. Newburger, Joseph J. Volpe, John W. Kirklin in Brain Injury and Pediatric Cardiac Surgery, 2019
Data were also collected on important correlates or determinants of infant development, including sociodemographic factors, such as family social class,22 maternal age, birth order, and infant gender; prenatal and perinatal factors, such as length of gestation, birth weight, and size for gestational age; and quality of the rearing environment.23,24 A test of verbal intelligence, the Peabody Picture Vocabulary Test,25 was administered to one parent (in nearly all cases the mother). We evaluated the impact of a child’s illness and recovery on family members using the following instruments: the Family Adaptability and Cohesion Evaluation Scales,26 the Social Readjustment Rating Scale,25 the Social Support Network Inventory,27 and the Parenting Stress Index.28
The effect of sentence length on question comprehension in children with cochlear implants
Published in Cochlear Implants International, 2023
Zara Waldman DeLuca, Richard G. Schwartz, Klara Marton, Derek M. Houston, Elizabeth Ying, Susan Steinman, Georgia Drakopoulou
All 47 participants passed a soundfield hearing screening at 30 dB in their best aided condition and completed behavioral testing. Behavioral testing included the Test of Nonverbal Intelligence, 4th Ed. (TONI; Brown et al., 2010), the Peabody Picture Vocabulary Test, 4th Ed. (PPVT-4; Dunn and Dunn, 2007), and the Core Language portion of the Clinical Evaluation of Language Fundamentals, 4th Ed. (CELF-4; Semel et al., 2003). A series of independent t-tests found the children with typical hearing had significantly higher scores than children with CI on the TONI-4 (t(48) = −3.12, P = .003), the PPVT-4 (t(21.74) = −3.539, P = .002), and in core language scores on the CELF-4 (t(16.05) = −4.27, P = .001). A parent questionnaire was administered to collect demographic data on participants. Subject data is displayed in Table 1.
Growing up with AAC in the digital age: a longitudinal profile of communication across contexts from toddler to teen
Published in Augmentative and Alternative Communication, 2020
Marika King, MaryAnn Romski, Rose A. Sevcik
At age 15, Kyle received assessments for receptive and expressive vocabulary as well as a broader measure of expressive and receptive language. Although still below average, he showed modest gains in receptive vocabulary. On the Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4; Dunn & Dunn, 2007) his standard score was 78, 95% CI [72, 85], 7th percentile). At age 15, Kyle’s expressive vocabulary skills were slightly lower than at age 10, (Expressive Vocabulary Test, Second Edition (EVT-2; Williams, 2007) standard score = 76, 95% CI [69, 85], 5th percentile). Kyle also was administered the Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF-4; Semel, Wiig, & Secord, 2003) to assess areas of language abilities more broadly, including receptive and expressive syntax, understanding spoken paragraphs, and receptive and expressive word classes. Kyle’s standard scores on the CELF-4 were 56 on the receptive language index and 45 on the expressive language index, falling well below the average range for his age.
Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model
Published in Augmentative and Alternative Communication, 2021
Erika M. Timpe, Jennifer Kent-Walsh, Cathy Binger, Debbie Hahs-Vaughn, Nancy Harrington, Jamie B. Schwartz
Child participants (identified by pseudonyms throughout) (a) were diagnosed with Down syndrome based on parent report; (b) were between the ages of 3;0 and 5;11 (years;months) at the time of enrollment; (c) had hearing and vision within, or corrected to be within, functional limits; (d) spoke English as a first language; (e) presented with a severe speech impairment with less than 50% intelligibility, as measured using the “with context” condition of the index of augmented speech comprehensibility in children (Dowden, 1997); (f) had an expressive vocabulary (including spoken words, graphic symbols, and signs) of at least 25 words on the MacArthur-Bates communicative development inventories: words and gestures (Fenson et al., 2007); (g) had a receptive vocabulary age equivalent score of at least 2;0 on the peabody picture vocabulary test IV (Dunn & Dunn, 2007); (h) had never used high-tech AAC or had used high-tech AAC (i.e., a computer or electronic tablet device with voice output communication aid software/applications) less than once per day in the last 6 months; and (i) exhibited minimal levels of communication during shared storybook reading (i.e., fewer than two turns/min). See Table 1 for participant characteristics.
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