Pamela Rosenthal Rollins

Assessment of Preschool Narrative Skills

The assessment of discourse skills in young children is an important responsibility facing clinicians today. Early identification of problems in discourse skills and, more specifically, narrative a...

The non-classical auditory pathways are involved in hearing in children but not in adults

Auditory information ascends through the brainstem to the cerebral cortices in two parallel pathways, known as the classical and the non-classical ascending auditory pathways. The importance of the non-classical auditory pathway for hearing in humans is unknown but its subcortical connection to limbic structures may be important in tinnitus. In this study we show evidence that non-classical pathways are involved in loudness perception in young individuals but not in adults. We used the fact that some neurons in the non-classical auditory pathways receive somatosensory input and we determined the effect on loudness perception of monaural sounds from electrical stimulation of the median nerve at the wrist. Stimulation of the somatosensory system had the greatest effect on loudness perception in the youngest children that we studied (7-8 years) and the effect was minimal for individuals above 20 years of age. The effect was an increase in loudness in 20 of the 40 individuals we studied and a decrease in 4 individuals; 16 experienced no noticeable change in loudness during somatosensory stimulation.

Shared attention and grammatical development in typical children and children with autism

The two studies presented here explore the relationship between childrens pragmatic skills and their growth in grammar. In study 1, thirty normally developing children were videotaped interacting with their parents at 1;2 and again at 2;7. Using correlational and regression techniques, we found that pragmatic accomplishments of MUTUAL ATTENTION, as well as mothers conversational style, explained 45% of the variance in grammar at 2;7. The second study investigated pragmatic-grammatical relationships with data from 6 high-functioning children with autism. To control for individual variation in skill level at the start of the study, within-individual growth rates for grammar were estimated as our outcome. The results substantiated those of study 1, in that pragmatic accomplishments within mutual attention predicted the per month growth rate in grammar. We interpret these findings as consistent with the position that the infants social-pragmatic skills contribute to the acquisition of grammar.

An Intervention Technique for Children with Autistic Spectrum Disorder: Joint Attentional Routines.

Virtually all children with autism are deficient in joint attentional skills. The impact of this deficit may be understood in the context of pragmatically based explanations of language acquisition. In this view, each step in the ontongeny of joint attention is consequential for language development. Thus, it is important that speech-language pathologists understand the developmental course of joint attention so that intervention may start at the earliest step possible. In this article, we review the literature on joint attention and its relationship with other rule systems of language. We discuss the ontogeny of joint attention in typical children. Finally, we describe the developmental course of joint attention as a framework for language intervention through the study of one case.

Patterns of change in maternal¿child discourse behaviors across repeated storybook readings

Fourteen mother–child dyads were videotaped four times over 16 days as they repeatedly read an initially unfamiliar storybook. Videotapes were transcribed and a variety of discourse measures were coded for both mother and child. Principal components analysis was used to combine three maternal and three child variables into a single composite variable, engagement, which described levels and quality of maternal and child participation in extratextual interactions during the first reading session. Dyads with the highest levels of engagement during the first session showed the greatest rates of change for a number of discourse measures. Results are discussed in terms of maternal scaffolding approaches, child participation, the importance of context and the nature of the task, and implications for intervention.

Early Pragmatic Accomplishments and Vocabulary Development in Preschool Children with Autism

This longitudinal parallel case study followed the development of pragmatic accomplishments and vocabulary development in five children with autism from the prelinguistic to early one-word stage of...

Child-centered behaviors of caregivers with 12-month-old infants: Associations with passive joint engagement and later language

This study investigates three aspects of social communication in 12-month-old infants and their caregivers: (a) caregiver conversational style, (b) caregiver gesture, and (c) infant engagement. Differences in caregiver behavior during passive joint engagement were associated with language outcomes. Although total mean duration of infant time in passive joint engagement was negatively associated with later language, caregiver contingent comments (CCCs) addressed to infants during passive joint engagements related to language learning. CCC utterances were found to co-occur with gesture, suggesting that CCC is an inherently multimodal conversational style. The positive association between CCCs during passive joint engagements and later language suggests that caregiver behavior is important, even at times when infants are not actively engaged with the caregiver.

Communicative skills in children with specific language impairments: A comparison with their language-matched siblings

The purpose of this study was to compare the pragmatic skills of five children with Specific Language Impairments (SLI) and their Mean Length of Utterance-matched younger siblings, thus in part controlling for home language environment and expressive language level. Data were videotaped as mother-child free play in the home. Childrens communicative acts were coded on three levels (social interchange, speech act, and conversational). Analysis of each level separately indicated generally comparable performance within sibling pairs. However, when the three levels were integrated into a measure of pragmatic flexibility, the children with SLI were found to demonstrate a more varied repertoire than their younger, normally developing siblings.

Narrative Skills in Young Adults With High-Functioning Autism Spectrum Disorders

In this study, the author investigated narrative performances of 10 high-functioning young adults with Autism Spectrum Disorders (ASD) across personal and storybook narratives. Narratives were elicited with genre-specific procedures and then transcribed and scored using the narrative scoring scheme (NSS). One-tailed paired-sample t tests were conducted on four variables, for which the standard mean difference between the genres (NSS Total Score, Introduction, Conclusion, and Mental States) was large. To avoid inflating Type I error, an alpha of .012 was set. Results indicated that, on average, high-functioning adults with ASD had poorer quality personal narratives for NSS Total Score, Mental States, and Conclusion. This suggests that many high-functioning adults with ASD have difficulty in expressing how they feel and often neglect to conclude and make sense of their experiences in a social context. Telling personal narratives is an important skill for high-functioning adults with ASD because narratives support social interaction and relationships.

Inter-rater reliability as a reflection of ambiguity in the communication of deaf and normally-hearing children.

This study involves (a) procedures for coding intentionality and communicative function from the behavior of young children, (b) determining inter-rater reliability on those decisions, and (c) making judgments about which data to use for presentation and analysis. Communication data from videotaped interactions of 48 deaf and 96 normally-hearing children (12-54 months of age) and their mothers were obtained from two independent coders. As predicted, the percent-agreement between coders was higher for older children and for hearing children compared to deaf children. It is argued that the ambiguity reflected in poor coder agreement for less skilled communicators may represent the extent to which these children are understood. It is suggested that for such children data analysis should be restricted to those behaviors on which two independent coders agree.