Psychology Research and Behavior Management (Jul 2021)
Child, Parent, and Play – An Insight into These Dimensions Among Children with and without Receptive Expressive Language Disorder Using Video-Based Analysis
Abstract
Megha Mohan,1 Gagan Bajaj,1 Apramita Deshpande,2 Malavika Anakkathil Anil,1 Jayashree S Bhat1 1Department of Audiology & Speech-Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India; 2Wabi Sabi Speech and Language Clinic, Vadodara, IndiaCorrespondence: Gagan BajajDepartment of Audiology & Speech-Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, IndiaTel +91-9886461351Email [email protected]: Language development in children aged 3– 6 years is shaped by their pre-linguistic abilities, communication patterns and play behaviors along with parental communicative roles. Little is known about how these aspects are distributed among children with receptive expressive language disorder (CWRELD) in comparison to typically developing children (CWTDL). The present research explores these differences between the two groups using a video-based analysis with a belief that an understanding of these aspects may facilitate age-appropriate speech and language acquisition in children with language delay.Methods: A video-based analysis of parent–child interactions was carried out for 10 children each with receptive expressive language disorder and typical language development, respectively. The two groups were compared for the child’s turn-taking skills, eye contact span, autonomous instances, communication patterns, play behaviors and parental communication roles.Results: Children with receptive expressive language disorder exhibited significantly fewer proportion of turns and autonomous instances along with a greater proportion of eye contact to objects than the parent. Majority of the children with language delay were at the “Requester” or “Early communicators” stage and demonstrated either “Exploratory” or “Functional play” behaviors. Most of the typically developing children were at the “Partner stage” of communication and exhibited “Functional”, “Constructive” or “Symbolic Play”. Parents of children with language delay mostly exhibited “Helper” type communicative roles while parents from typically developing groups showed “Partner” type communicative profile.Conclusion: A quantitative planning and monitoring of pre-linguistic skills, determination of communicative patterns and play behaviors is important for clinicians working with children having a language delay. Assessing and modifying parental communicative roles are also crucial. Understanding the distribution of these research variables among CWRELD in comparison to CWTDL may help clinicians in planning precise treatment goals, monitoring specific linguistic progress, ensuring better parental participation and delivering better outcomes during language therapy.Keywords: receptive expressive language disorder, pre-linguistic skills, communication stages, play behaviors, parental communication roles, parent–child interaction
