PURPOSE This article presents current information on recommended practices related to the delivery of early intervention (EI) supports and services to infants and toddlers with, or at risk for, communication deficits and their families. METHOD The focus is on presenting the changing paradigm for speech-language pathologists (SLPs) working in EI based on the best available research evidence an...

PURPOSE This study investigated the relationship between 2-year-old children's exposure to TV and language delay. METHODS The subjects of this study were 1,778 toddlers (906 males and 872 females) who participated in the Panel Study on Korean Children conducted in 2010. The linguistic ability of the toddlers was measured with the K-ASQ (Korean-Ages and Stages Questionnaire). The relationship ...

OBJECTIVE The goal of the study was to compare the accuracy and diagnostic power of a parent report measure and direct language assessment for early identification of children with language delay. METHOD The parent language report and direct language measures were compared for 47 typically developing toddlers and 70 late-talking toddlers aged 24 to 26 months. One year later, language abilitie...

Results from a study investigating the factors associated with variations in the reported use of service coordinator practices are presented. The study participants were parents and other primary caregivers of infants and toddlers with identified disabilities or developmental delays in Individuals with Disabilities Education Act Part C early intervention programs. Finding showed that different ...

We investigated the reliability and (convergent and discriminant) validity of an observational measure of physical aggression in toddlers and preschoolers, originally developed by Keenan and Shaw [1994]. The observation instrument is based on a developmental definition of aggression. Physical aggression was observed twice in a laboratory setting, the first time when children were 1-3 years old,...

There is converging evidence that over the course of the second year children become good at various fairly sophisticated forms of pro-social activities, such as helping, informing and comforting. Not only are toddlers able to do these things, they appear to do them routinely and almost reliably. A striking feature of these interventions, emphasized in the recent literature, is that they show p...

UNLABELLED We evaluated a program for increasing pretend toy play of 2-year-old children with disabilities in an inclusive classroom. Classroom personnel implemented the program, which involved choices of classroom centers containing toys that tend to occasion pretend play in toddlers without disabilities, along with prompting and praise. Increases occurred in independent pretend-play rates amo...

Play helps to develop social skills. Children with autism show deviances in their play behavior that may be associated with delays in their social development. In this study, we investigated manipulative, functional and symbolic play behavior of toddlers with and without autism (mean age: 26.45, SD 5.63). The results showed that the quality of interaction between the child and the caregiver was...

Recognizing similarity between one’s own and others’ actions is important for identifying others with whom to affiliate and from whom to learn. In this study, 40 19-month-old toddlers recognized when a puppet chose the same toys as them. Toddlers preferred to affiliate with a puppet who chose the same toys as themselves relative to a puppet who chose other toys and they modified their subsequen...

This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all 3 ages. Cross-lagged path analyses indicated that spanking (bu...