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Directive Language Input to Children...

Imgrund, Caitlin McCormick.

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Directive Language Input to Children Born Preterm and Full Term.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Directive Language Input to Children Born Preterm and Full Term./
Author:	Imgrund, Caitlin McCormick.
Description:	72 p.
Notes:	Source: Masters Abstracts International, Volume: 52-04.
Contained By:	Masters Abstracts International52-04(E).
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1551626
ISBN:	9781303698910

Directive Language Input to Children Born Preterm and Full Term.
Imgrund, Caitlin McCormick.

Directive Language Input to Children Born Preterm and Full Term. - 72 p.

Source: Masters Abstracts International, Volume: 52-04.

Thesis (M.A.)--University of Kansas, 2013.

This item must not be sold to any third party vendors.

The mothers of children born preterm face many challenges in the formation of high-quality dyadic interactions with their children. Because children born preterm are at risk for many neurodevelopmental delays, it is important to study the language input directed to these children and its contribution to their language development. One type of language input commonly used by mothers of young children is directive language input. The purpose of this study was to examine different types of directives, supportive and intrusive, in the language input of mothers of preterm children compared to mothers of full term children. The relationship between the maternal use of intrusive and supportive directives and language outcomes in their children also was examined. Ten mother-child dyads (five preterm and five full term) participated in this study. The children ranged in age between 9--15 months. Mothers of full term children were matched to the preterm sample controlling for child's gender, child's age, and maternal education. Each mother and child dyad participated in a play session using a standard set of toys. The play session was audio- and videotaped. The difference between production of intrusive and supportive directives by mothers of preterm children and mothers of full term children was not statistically significant. However, practical significance, as determined by moderate effect sizes, were evident, with mothers of children born preterm using more intrusive directives than mothers of children born full term. Additionally, it was found that the maternal use of intrusive directives had a strong negative relationship with child language outcomes for the children in the preterm group. The maternal use of intrusive directives may be detrimental to the language acquisition process because they require the child to devote cognitive resources away from the task of language learning and result in less engagement of the child. The clinical implications of the findings are discussed.

ISBN: 9781303698910Subjects--Topical Terms:

520446
Speech therapy.

Directive Language Input to Children Born Preterm and Full Term.
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020 $a 9781303698910
035 $a (MiAaPQ)AAI1551626
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100 1 $a Imgrund, Caitlin McCormick. $3 3172407
245 1 0 $a Directive Language Input to Children Born Preterm and Full Term.
300 $a 72 p.
500 $a Source: Masters Abstracts International, Volume: 52-04.
500 $a Adviser: Diane F. Loeb.
502 $a Thesis (M.A.)--University of Kansas, 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The mothers of children born preterm face many challenges in the formation of high-quality dyadic interactions with their children. Because children born preterm are at risk for many neurodevelopmental delays, it is important to study the language input directed to these children and its contribution to their language development. One type of language input commonly used by mothers of young children is directive language input. The purpose of this study was to examine different types of directives, supportive and intrusive, in the language input of mothers of preterm children compared to mothers of full term children. The relationship between the maternal use of intrusive and supportive directives and language outcomes in their children also was examined. Ten mother-child dyads (five preterm and five full term) participated in this study. The children ranged in age between 9--15 months. Mothers of full term children were matched to the preterm sample controlling for child's gender, child's age, and maternal education. Each mother and child dyad participated in a play session using a standard set of toys. The play session was audio- and videotaped. The difference between production of intrusive and supportive directives by mothers of preterm children and mothers of full term children was not statistically significant. However, practical significance, as determined by moderate effect sizes, were evident, with mothers of children born preterm using more intrusive directives than mothers of children born full term. Additionally, it was found that the maternal use of intrusive directives had a strong negative relationship with child language outcomes for the children in the preterm group. The maternal use of intrusive directives may be detrimental to the language acquisition process because they require the child to devote cognitive resources away from the task of language learning and result in less engagement of the child. The clinical implications of the findings are discussed.
590 $a School code: 0099.
650 4 $a Speech therapy. $3 520446
650 4 $a Early childhood education. $3 518817
690 $a 0460
690 $a 0518
710 2 $a University of Kansas. $b Intercampus Program in Communicative Disorders. $3 3172408
773 0 $t Masters Abstracts International $g 52-04(E).
790 $a 0099
791 $a M.A.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1551626