Paulette E. Mills

Defining Language Delay in Young Children by Cognitive Referencing: Are We Saying More than We Know?.

One current definition of language delay, on the basis of the Cognitive Hypothesis model, assumes that children who have similar levels of language and cognitive development are unlikely to gain from specific language intervention. Children who have cognitive skills developed to a greater degree than their language skills, in contrast, are identified as appropriate candidates for specific language facilitation. In order to examine this premise, the present study compares the effects of language intervention over a 1-year period for two groups of young children with delayed language: one group with cognitive skills markedly above their language level, and the other group with similar delays in cognitive and language skills. Eighteen subjects (13 boys, 5 girls, mean age 4;11) had cognitive skills developed above their language level, and 32 subjects (20 boys, 12 girls, mean age 5;3) had similar delays in language and cognition. Evaluation measures were Peabody Picture Vocabulary Test-Revised (PPVT-R), MLU, Preschool Language Assessment Instrument, and Basic Language Concepts Test (BLCT). Of the four measures, only the BLCT resulted in significant gain differences favoring the students with higher cognitive than language skills. PPVT-R standard scores indicated that both groups made gains at a faster rate during intervention than prior to intervention. Clinical implications of the results are discussed.

Effects of Preschool Integration for Children with Disabilities

This study examined the effects of integration and segregation in a special education preschool program for children with mild to moderate disabilities to determine whether initial level of development differentially influenced gains achieved. No main-effect differences between the two groups appeared on several pretest and pastiest measures. Aptitude-by-Treatment analyses revealed that higher performing students gained more from integrated classes, whereas lower performing students gained more from segregated classes. The data suggest careful monitoring of lower functioning students to ensure appropriate academic and social stimulation.

Individual Differences in Language Delayed Children's Responses to Direct and Interactive Preschool Instruction.

This study examined the relative effects of two highly contrasting preschool curricula on language development for children with delayed language. Direct Instruction (DI) and Mediated Learning (ML) were compared in a randomized design. Systematic observations documented implementation of the programs and differences between the programs. No main effect differences were found between programs. Aptitude by treatment interaction analyses indicated that children with relatively higher scores on the pretest McCarthy General Cognitive Index and pretest Preschool Language Assessment Inventory benefited to a greater degree in language development from Direct Instruction, whereas relatively lower performing students on the two pretest variables gained more language skills from the Mediated Learning curriculum.

Effects of Differing Levels of Inclusion on Preschoolers with Disabilities

This study compared three levels of inclusion (special education-only, integrated special education, and mainstream placements) on cognitive and language development of preschool children with disabilities. Results are reported for 66 children randomly assigned to one of three classroom ratios. Overall, treatments did not differ significantly, but an analysis of pre- to postgains revealed that one treatment, integrated special education, produced gains that significantly exceeded the rate of normal development. Aptitude X Treatment interactions indicated relatively higher functioning children with disabilities benefited more from integrated special education placement, while relatively lower functioning children benefitted more from special education-only classes and mainstream classes. Results replicate previous findings that different levels of inclusion produce differential benefits for higher and lower functioning students.

Interaction between Early Intervention Curricula and Student Characteristics

This study examined the relative effects of two highly contrasting early intervention programs, Mediated Learning (ML) and Direct Instruction (DI), in a randomized design. Subjects were children (ages 3–7 years) with mild to moderate disabilities in cognitive, language, socioemotional, and motor development. No main effect differences between the two groups were found on a battery of cognitive, language, and motor measures. Aptitude-x-Treatment Interaction (ATI) analyses of pretest and posttest results indicated that, contrary to conventional wisdom, relatively higher performing students gained more from DI, whereas relatively lower performing students gained more from ML. Although ATIs were significant, the effect sizes were modest (3%-8% of variance) and do not yet warrant major changes in educational practices

Examination of Test-Retest and Split-Half Reliability for Measures Derived from Language Samples of Young Handicapped Children

Test-retest and split-half reliability for measures derived from language samples were examined for 10 children with developmental delays, including the area of language development. The children w...

Follow-up of Children from Academic and Cognitive Preschool Curricula at Age 9

This study reports on cognitive, academic, and social outcomes at age 9 years for a group of 141 children who participated in two highly contrasting early intervention programs, mediated learning (ML) and direct instruction (DI). Consistent with results at the end of intervention, no main-effect differences between the two groups were obtained. Also consistent with earlier results, there were several significant aptitude-by-treatment interactions. Initially higher performing children at pretest gained more from DI, whereas initially lower performing children gained more from ML. These interactions, of the same magnitude of those observed several years earlier, appear to reflect an enduring effect of the early programs.

Effects of Play Group Variables on Language Use by Preschool Children With Disabilities

Two experiments addressed the effects of play group composition (segregated or integrated), type of play materials (functional, constructive, or dramatic), and group size (2 or 4 children) on the amount and diversity of peer-directed language used by preschool children with disabilities during play. Twenty-four children with disabilities, along with 12 peer playmates with disabilities and 12 typically developing playmates participated in each experiment. Dependent variables were rate of utterances, number of different words, and mean length of utterance transcribed from videotaped play sessions. Group composition and type of play materials had no significant effects. Group size had a significant multivariate effect on utterance rate and number of different words, with the children speaking more often when playing in dyads, but using more different words when playing in quartets.

Agreement of Assessment Profiles Used in Cognitive Referencing

Eligibility for speech-language pathology services often is based on the relation between the child’s cognitive ability and language performance. If cognitive ability is developed to a greater degr...

Early Exposure to Direct Instruction and Subsequent Juvenile Delinquency: A Prospective Examination.

In a widely cited follow-up study of disadvantaged preschool attendees, Schweinhart, Weikart, and Larner (1986a) found that graduates of an early childhood program using direct instruction (DI) methods exhibited higher rates of juvenile delinquency at age 15 than did graduates of two other preschool education models. The present research examined juvenile delinquency outcomes for young children with disabilities in a prospective longitudinal study that tracked the long-term impact of two preschool models—one using DI, the other using a cognitively oriented, child-directed model. We followed 171 children who had been randomly assigned to the two early childhood models. At age 15, the groups did not differ significantly in their level of reported delinquency. Analyses suggest that gender differences in delinquent behavior may provide a more parsimonious explanation than program effects for the earlier Schweinhart et al. findings.