Julie V. Marinac

Multidisciplinary Assessment of Children with Developmental Coordination Disorder: Using the ICF Framework to Inform Assessment

The aim of this study was to describe relationships in young children with motor coordination problems between measures of motor, functional, self-efficacy, and communication administered by a multidisciplinary team and the fit of these measures within the framework of the International Classification of Functioning, Disability and Health (ICF) (39). Sixty children, 40 males and 20 females, with mean age 72.5 months (SD = 11.4 months) referred to a university physiotherapy clinic met the inclusion criteria for developmental coordination disorder (DCD). Each measure provided a different perspective of performance when considered within the framework of the ICF. The findings suggest caution when using the Movement Assessment Battery for Children (M-ABC) for the purpose of diagnosis with young referred children, since 25 of the 60 children scored > 15th percentile, despite demonstrating motor deficits at home and school. Further research is needed to address assessment at the participation level. Viewing children from the multiple perspective of each discipline highlights the range of challenges faced by children with DCD.

Comprehension strategies: The bridge between literal and discourse understanding

Compensatory comprehension strategies may be a bridge between literal comprehension and understanding of language in discourse. An original method for assessment of such strategies in children aged 3;0-4;5 years is presented. Analysis of incorrect responses, given during administration of a frequently used standardized test, in this instance the Reynell Developmental Language Scales - Verbal Comprehension A (1987 version), permits assignment of such responses to previously established comprehension strategies. The analysis method found a developmental hierarchy for comprehension strategy use that is supported by previous research. This hierarchy (with the earliest appearing first) is ‘random answering’, ‘probable reasoning’ and ‘semantic probability’. This analysis of incorrect responses allows replicable, documentable and objective data to be presented to demonstrate development of receptive language prior to the achievement of full language comprehension.

Adult language input in the early childhood educational setting

Age-related changes in the adult language addressed to children aged 2;0-4;0 years in polyadic conditions were investigated in Australian childcare centres. The language that 21 staff members addressed to these children was coded for multiple variables in the broad social categories of prosody, context, speech act and gesture. The linguistic components were coded within the categories of phonology, lexicon, morphology, syntax and referential deixis. Minimal age-related differences were found. Explanations for the similarity of the adult language input across the age groups within the early childhood educational environment, will be discussed.

Investigating adult language input and young children's responses in naturalistic environments: An Observational Framework

This paper reports the design and trial of an original Observational Framework for quantitative investigation of young childrens responses to adult language in their typical language learning environments. The Framework permits recording of both the response expectation of the adult utterances, and the degree of compliance in the childs responses. The former are evaluated under the categories of Response Required (RR), Response Not Required (RNR), and Other Directed (OD) spoken to a child other than the one who responds); the latter, based on both verbal and non-verbal behaviours, as Compliance (correct in the context), Valid (correct in another context), Ambiguous (unable to be classified), Acknowledgement, Inappropriate and No Response. Details are given for the initial application of the Observational Framework with 10 children in two- or three-year-old childcare centre classrooms. The findings that RR utterances in the adult input were more frequently addressed to younger children, while RNR utterances were more prevalent in the older classroom are discussed in terms of both adult and child communicative behaviours and the practicality of using the Observational Framework in naturalistic conditions.

Case against diagnosing developmental language disorder by default: A single case study of acquired aphasia associated with convulsive disorder

The aim of this article is to inform the diagnostic kwnowledge base for professionals working in the field of language disorders when classic symptoms, characteristics and sequences are not found. The information reveals the risk of diagnosis with a developmental language disorder (DLD) by default when no underlying cause can be readily identified. Diagnostic history was obtained retrospectively from parental interview and contemporary professional reports. Ten years of diagnostic investigations are reported in time-related sequences. Due to variability and inconsistency in his receptive and expressive language skills, the case-study participant (David) was unable to be reliably assessed using standardized tests. Therefore, numerical data and statistical analyses are not reported. The report, however, details the multitude of investigations and opinions obtained before a definitive diagnosis of acquired aphasia associated with convulsive disorder (AACD) was made. David’s history cautions that diagnosing developmental language disorder when no underlying cause for the impairment is recognized may allow underlying disorders and conditions to progress. Clinicians faced with a child whose skill profile is not consistent with a specific diagnosis or expected criteria are thus advised to pursue a definitive diagnosis rather than accept one by default.