Biomedical subjects

P J Yoder

Publications and source records attributed to P J Yoder.

23 records · Page 2Linked to original sources

PubMed1989

Maternal question use predicts later language development in specific-language-disordered children.

The present study used a longitudinal correlational design to test whether variation in mothers' use of information-seeking and confirmation questions predicts variation in auxiliary and copula development in a sample of specific-language-disordered children. The study's confirmatory approach provides a sound empirical basis to conclude that the results of the present study did not occur by chance. Post hoc analyses were carried out to clarify the explanation of the predictive relationships. The main finding of the study was that mothers of specific-language-disordered children who used proportionally more information-seeking questions had children who showed greater mastery of auxiliary use 12 months later.

Child, Preschool↗

PubMed1988

Speech following sign language training in autistic children with minimal verbal language.

This study was carried out to test the main and interaction effects of training condition and pretreatment-elicited verbal imitation ability when predicting spoken language use during language training of 60 minimally verbal autistic children. Subjects were randomly assigned to Speech Alone, Sign Alone, Simultaneous Presentation of Sign and Speech, and Alternating Presentation of Sign and Speech training conditions. Speech Alone, Simultaneous Presentation, and Alternating Presentation condition facilitated more child-initiated speech during treatment than did the Sign Alone condition. Regardless of training condition, pretreatment verbal imitation ability positively predicted the size of child-initiated spoken vocabulary observed during training. Exploratory analyses indicated that, in addition to verbal imitation, pretreatment age and IQ may also predict spoken language developed during training.

Autistic Disorder↗

PubMed1988

Mothers' attributions of communication to prelinguistic behavior of developmentally delayed and mentally retarded infants.

Some investigators have suggested that mothers of severely handicapped infants do not attribute communication to their infants' behavior as frequently as do other mothers because such infants exhibit developmentally younger and more ambiguous behavior. This premise was tested, and several factors that may influence the frequency with which mothers attribute communication to their babies' behavior were examined. Sixteen mother-handicapped infant pairs participated. Results did not support the simple notion that mothers of severely handicapped babies attribute less communication than do mothers of mildly handicapped infants. Results suggest that the mothers' attributions of communication may be influenced by a number of factors besides the actual behavior emitted by the infants, factors that may allow the mothers to interact effectively with an even severely handicapped baby.

Adult↗

PubMed1987

Relationship between degree of infant handicap and clarity of infant cues.

Dunst (1983) suggested that severely handicapped infants' intentional and unintentional communicative behaviors may be less interpretable or less easily "read" than are those of less handicapped infants. This hypothesis was tested in a sample of 15 pairs of mothers and their handicapped 11-month-old infants. As expected, the results indicated that coders agreed on the occurrence of an infant cue a lower percentage of the time when coding severely handicapped infants than when coding less handicapped infants.

Adult↗

PubMed1986

Mother-infant engagements in dyads with handicapped and nonhandicapped infants: a pilot study.

The purpose of this study was to investigate the effect of a handicapping condition on mother-infant interactions and, to investigate the conditions under which coordinated attention to an object and a person is demonstrated. This study provides a unique opportunity to make across-mother and within-mother comparisons of mother-infant interactions in two sets of fraternal twins. In each set, one infant was handicapped whereas the other was nonhandicapped. Microanalyses of several aspects of mother-infant free-play sessions showed that handicapped infants emitted fewer object-directed behaviors, had fewer instances in which their leads were followed, and spent relatively little time in joint attention with mother. The data also suggest that repetitive sequences with an object may be an important context in which coordinated attention is demonstrated.

Attention↗