publication

Assessing early sociocognitive and language skills in young Saudi children

AlKadhi, Aseel;
Open Access English
  • Country: United Kingdom
Abstract
Children with early language delay form a heterogeneous group. Although a significant number will catch up and develop language in the normal range, some will continue to have difficulties with language. Predicting the outcome for these children represents a challenging task for clinicians.\ud \ud It has been suggested that the assessment of sociocognitive skills contributes distinctively to the prediction of persistence of language and communication difficulties and the nature of these difficulties. In the absence of standardized assessments in Saudi Arabia for children with early language delay, this study aimed to take a first step to filling this gap by developing a battery of early sociocognitive and language measures. The battery consisted of six measures assessing sociocognitive and language skills using direct and indirect methods, some existing and some newly developed or adapted for this project. Sociocognitive measures were the Early Sociocognitive Battery (ESB; Chiat & Roy, 2006b), together with a new Motor Imitation test (MI) and Sociocognitive Questionnaire (SCogQ); language measures included the Sentence Repetition test (Wallan, Chiat, & Roy, 2011), a new Arabic research adaptation of the Language Use Inventory (O’Neill, 2009), and a preschool adapted version of the Arabic Picture Vocabulary Test (Shaalan, 2010). Since this project was performed in a very different language culture and included a wider range of sociocognitive and language measures than most previous studies, a second aim was to investigate relations between the different sociocognitive and language skills.\ud \ud The battery was administered to 161 Saudi children between the ages of 2;0-3;5 years, divided into three six-months age groups and almost equally divided into boys and girls.\ud \ud Addressing the first aim of this study, results showed that all the measures with the exception of the SCogQ were reliable, valid, and age sensitive. These findings suggest that the measures are fit for purpose and have the potential to identify children with early language delay. Parental concern matched children’s performance on direct and indirect measures of language for the majority of children.\ud \ud Turning to the second aim of the study, regressional analyses using the three language assessments as outcome measures showed that the ESB and MI were important predictors of pragmatic language and receptive vocabulary when other measures had been taken into account.\ud \ud It is concluded that the substantial set of data that this study has produced on the wide-ranging battery of assessments can serve as a reference for clinical comparison and as a foundation for standardization with a fully representative sample of young Saudi children. These measures not only enable the formal identification of a delay in Saudi preschoolers but are also informative about strengths and difficulties and can guide intervention. The results add to current understanding of the role sociocognitive skills play in language development, and provide the foundation for longitudinal research investigating relations to longer term outcomes.
Subjects
free text keywords: HM, P1
Related Organizations
151 references, page 1 of 11

Cripe, J. J. W., & Slentz, K. (1993). Assessment, evaluation, and programming system for infants and children: AEPS measurement for birth to three years. Baltimore, MD: Paul H Brookes Pub Co.

Dahlgren, S., & Sandberg, A. D. (2008). Referential communication in children with autism spectrum disorder. Autism : The International Journal of Research and Practice, 12(4), 335-348.

Dale, P. S. (1996). Parent report assessment of language and communication. In K. N. Cole, P. S. Dale, & D. J. Thal (Eds.), Assessment of communication and language (pp. 161- 182). Baltimore: Paul H. Brookes.

Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003). Outcomes of early language delay: I. Predicting persistent and transient language difficulties at 3 and 4 years. Journal of Speech, Language, and Hearing Research, 46(3), 544-560.

Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A., & Liaw, J. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271-283.

Decety, J. (2006). A cognitive neuroscience view of imitation. In S. J. Rogers & J. H. G. Williams (Eds.), Imitation and the Social Mind: Autism and Typical Development (pp. 251-276), New York, London: Guilford Press.

Delgado, C. E., Mundy, P., Crowson, M., Markus, J., Yale, M., & Schwartz, H. (2002). Responding to joint attention and language DevelopmentA comparison of target locations. Journal of Speech, Language, and Hearing Research, 45(4), 715-719.

DeLoache, J. S. (1987). Rapid change in the symbolic functioning of very young children. Science, 238(4833), 1556-1557. [OpenAIRE]

DeLoache, J. S. (1989). Young children understanding of the correspondence between a scale model and a larger space. Cognitive Development, 4(2), 121-139.

DeLoache, J. S. (1991). Symbolic functioning in very young children: Understanding of pictures and models. Child Development, 62(4), 736-752.

DeLoache, J. S. (2002). The symbol-mindedness of young children. Child Psychology in Retrospect and Prospect: In Celebration of the 75th Anniversary of the Institute of Child Development, 32, 73-101.

DeMyer, M. K., Alpern, G. D., Barton, S., DeMyer, W. E., Churchill, D. W., Hingtgen, J. N., . . . Kimberlin, C. (1972). Imitation in autistic, early schizophrenic, and non-psychotic subnormal children. Journal of Autism and Childhood Schizophrenia, 2(3), 264-287.

Desmarais, C., Sylvestre, A., Meyer, F., Bairati, I., & Rouleau, N. (2010). Three profiles of language abilities in toddlers with an expressive vocabulary delay: Variations on a theme. Journal of Speech, Language and Hearing Research, 53(3), 699-709.

Desmarais, C., Sylvestre, A., Meyer, F., Bairati, I., & Rouleau, N. (2008). Systematic review of the literature on characteristics of late‐talking toddlers. International Journal of Language & Communication Disorders, 43(4), 361-389.

DeVellis, R. F. (2012). Scale development: Theory and applications. Los Angeles: Sage Publications.

151 references, page 1 of 11
Any information missing or wrong?Report an Issue