Recall back in November, we covered a paper by Armstrong et al. on predictors of vocabulary development? This month’s article, by the same research group, looks at profiles of vocabulary development from 5 years to 21 years across a large cohort of children, and the associated outcomes of various vocabulary profiles (including: persistently good, persistently poor, improved, and deteriorated vocabulary skill). They show that poor vocabulary in adulthood is associated with several troubling outcomes (educational, employment, mental health), but the likelihood of each of these varies per vocabulary profile. For example, only adults with deteriorated vocabulary (within the average range at age 5 but below average at 21) had poor mental health outcomes reported in adulthood.
Jones et al. found that children aged 4–13 (both with and without ASD) were more likely to engage in eye contact during a conversation without toys than they are during interactive verbal play with toys. This highlights the importance of measuring eye contact during a variety of situations—and perhaps considering measurement without toys present.
Jyotishi et al. examined how accurately parents report grammatical constructs produced by their typically developing, and moderately- and highly-verbal young children with autism. They found the task to be most challenging to parents of moderately-verbal children with autism, who underestimated their child’s language skills. Also, certain parts of language were easier for parents to report than others (e.g. pronouns were highly underestimated). Thus, parent reporting varies both by what is being reported and by the language level of the child.
Marshall et al. organized parent focus groups, to dig into beliefs about how language develops. This article highlights some common parent perspectives, and shows SLPs trends in parent persepectives on lanuage development that we may not realize as professionals.
Armstrong, R., Arnott, W., Copland, D.A., McMahon, K., Khan, A., Najman, J.M., Scott, J.G. (2016). Change in receptive vocabulary from childhood to adulthood: associated mental health, education and employment outcomes. International Journal of Language and Communication Disorders. Advance online publication. doi:10.1111/1460-6984.12301
Jones, R.M., Southerland, A., Hamo, A., Carberry, C., Bridges, C., Nay, S., … Rozga, A. (2016). Increased Eye Contact During Conversation Compared to Play in Children With Autism. Journal of Autism and Developmental Disorders. Advance online publication. doi:10.1007/s10803-016-2981-4.
Jyotishi, M., Fein, D.A., Naiglesm L.R. (2016). “Didn’t I just say that?” Comparing parent report and spontaneous speech as indicators of grammatical development. Research in Developmental Disabilites, 61, 32–43.
Marshall, J., Harding, S., Roulstone, S. (2016). Language development, delay and intervention—the views of parents from communities that speech and language therapy managers in England consider to be under-served. International Journal of Language and Communication Disorders. Advance online publication. doi:10.1111/1460-6984.12288