Adcockstaal9966

The year-end achievement measure, the Learning Accomplishment Profile-Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.Purpose Taxonomic awareness is central to vocabulary development and assessment. While taxonomic development appears largely unaffected by environmental factors, the impact of divided language input on distinct levels of the taxonomic hierarchy is unclear. The influence of scoring method on tasks that target distinct levels of the taxonomic hierarchy is unexamined. Method Twenty-seven English-speaking monolingual children, 46 Mandarin-English bilingual children, and 33 Spanish-English bilingual children, ages 4-7 years, participated. We measured superordinate awareness with a category association task, coordinate awareness with a contrast association task, and vocabulary size with a picture-naming task. All bilinguals completed the tasks in both languages to generate single-language (English) scores and conceptual scores. Results Single-language scoring indicated that bilingual children named fewer pictures and produced fewer superordinate-level responses in English than monolinguals. All language groups demonstrated comparable coordinate awareness. Importantly, conceptual scoring removed the bilingual disadvantage in both naming and category association tasks and revealed a bilingual advantage in coordinate awareness. Finally, the Mandarin-English and Spanish-English bilingual children performed comparably in all analyses despite differences in heritage language features and sociocultural support for bilingual development. Conclusion Depending on task demand and scoring method, bilingual children exhibited slower, comparable, and faster development in taxonomic knowledge in comparison to monolingual controls. This study highlights the nuanced effect of bilingualism on different levels of the taxonomic hierarchy and the impact of scoring methods on measuring vocabulary depth. Supplemental Material https//doi.org/10.23641/asha.12315683.Purpose This study addressed the cultural, linguistic, and contextual validity of parent-implemented naturalistic language interventions for young children from Latinx homes. Parents' perspectives on the acceptability of commonly delivered intervention procedures were explored. Method Thirty-seven parents from Spanish-speaking Latinx backgrounds with children under the age of 6 years participated. Four focus groups were completed. Parents responded to 14 procedures regarding the intervention implementers, settings, activities, strategies, and language. Structural and emergent coding was used to explore procedural acceptability and parents' rationales for perceiving each procedure as acceptable, not acceptable, or neutral. Results Substantial intracultural variability in parents' acceptance of specific procedures and the reasons for their perspectives was observed. Parents' perspectives evinced both individualist and collectivist orientations toward child language development. Several suggestions regarding promising adaptations for early language interventions that may overlap with evidence-based parent-implemented naturalistic language intervention procedures emerged. Conclusion The findings highlight the variability within the Latinx community that is likely to impact the cultural validity of early language interventions for children and families from this background. Considerations for enhancing interventions to achieve cultural congruency and promote child outcomes are provided. SMIP34 inhibitor Supplemental Material https//doi.org/10.23641/asha.12315713.[Figure see text].Purpose This research project examined the vocabulary growth patterns of typically developing (TD) Cantonese-English dual language learners (DLLs) and their peers who are at risk for language impairment. Method Two studies were done. Study 1 examined the concurrent validity of a pilot vocabulary screening measure, the Kai Ming Vocabulary Test, that was designed for Cantonese-English preschool DLLs. Participants were 53 preschool children who learned Cantonese as their first language (L1) and English as a second language (L2). Their scores on the Kai Ming Vocabulary Test were examined in relation to their language sample measures, including number of different words and mean length of utterance, in L1 and in L2. Study 2 examined the vocabulary growth patterns of 24 TD Cantonese-English DLL preschoolers and 24 DLLs who are at risk for language impairment (At-Risk group). Each child was tested 3 times during an academic year. Results Results of Study 1 showed that children's vocabulary scores (n = 53) were significantly correlated with their language sample measures in each language. In Study 2, hierarchical linear models were used to compare the TD and At-Risk groups. Results showed that children in the At-Risk group had lower L1 receptive vocabulary scores and children in the TD group had relatively higher L2 expressive vocabulary gains. Conclusions Children who are at risk are likely to continue to have lower vocabulary knowledge compared to their TD peers. The growth trajectories of DLLs provide valuable information for early identification and intervention.Purpose Caregiver-implemented naturalistic communication interventions (CI-NCIs) support the communication abilities of young children with language disorders and enhance the communication behaviors of their caregivers. Yet, few CI-NCIs have been adapted and tested for feasibility with families who speak Spanish at home. This study addresses this gap in the literature by examining the social validity and preliminary outcomes of an adapted CI-NCI program with families who identified as Mexican immigrants and spoke Spanish. Method A multiphase cultural adaptation process enhanced the Language and Play Every Day program for Spanish-speaking Mexican immigrant families in the United States. Six families, including eight caregivers and eight toddlers, participated. Caregivers received coaching on the use of language-facilitating strategies within existing home routines. Multiple measures of the social validity of the intervention's goals, procedures, and outcomes were collected. Changes in caregivers' reported confidence, knowledge, and use of language-facilitating strategies and children's receptive and expressive communication were examined to determine preliminary outcomes.